AC9LA10U04 Year 9 Languages

AC9LA10U04 – Year 9 Languages: Understanding the interrelationship of language and culture

Strand

Understanding language and culture

Substrand

Understanding the interrelationship of language and culture

This Content Descriptor from Year 9 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

reflect on and evaluate how identity is shaped by language(s), culture(s), attitudes, beliefs and values and how these affect ways of communicating

Elaborations

• examining how the English language is influencing and modifying Arabic language use in particular settings, for example, in the entertainment industry – films and television programs, in online contexts, and in global contexts – language to express concepts such as الّليبر اليّة الدّيمقر اطيّة
• recognising the importance of learning and maintaining Arabic and other languages to develop intercultural understanding and appreciate the values, beliefs and mindsets of others
• recognising Modern Standard Arabic as the ‘lingua franca’ for people who speak Arabic, and that it allows for communication across cultural and international barriers within and beyond the Arab nations
• reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations’ Australian, to present in Arabic to a group of Arabic-speaking visitors at a school assembly
• analysing contemporary lifestyles and cultures in diverse Arabic-speaking countries and reflecting on similarities and differences from own lifestyle, practices and traditions
• appreciating that many Arabic speakers may be multilingual, and use other colloquial language variations or dialects, and this may form part of their identity, values and beliefs, for example, Modern Standard Arabic, Masri and English
• analysing their own bicultural and bilingual biographies to discover more about family heritage, migration and history and reflecting on how this can contribute to their identity and understanding the origin of family traditions and practices such as celebrating festivals or spiritual beliefs

Show 5 more elaborations

• discussing whether being bilingual or multilingual allows for a more flexible sense of identity in ways that involve culture as well as language
• understanding and discussing the importance and influence of the Arabic language in the world, for example, as the language of Islam and sacred scripture, to showcase global networks and citizenship, in business and trade, and as an official language of the United Nations
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researching and classifying terms associated with customs, traditions, practices and values that have cultural significance or history and whose profound meanings are difficult to convey in other languages, for example, طهوراَ، عشق، أم، رحمة، صديق
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researching various cultural elements and customs in Arabic-speaking communities, such as family loyalty and obligations, roles, family structures and factors determining personal status, and commenting on how these may be different from their own, for example, الأبناء يعيشون مع الأباء ولا ينفصلون عنهم قبل الزواج، الأباء كبار السن يعيشون مع الأبناء
• using a reflective journal to record and compare when they consciously choose to use one language rather than the other, considering whether their ways of thinking and communicating change between languages and why, for example, being mindful of different perspectives and traditions

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANARAF10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students contribute to and extend interactions in Arabic language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language features to enhance meaning and cohesion. Students incorporate the features and conventions of spoken Arabic to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of language structures and features to make and predict meaning. They support analysis of Arabic texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Arabic, to evaluate how this learning influences their ideas and ways of communicating.