AC9LA6U04 Year 5 Languages

This Content Descriptor from Year 5 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.

recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal, spoken and written communication

Elaborations

• 1

  identifying cultural customs and practices that may reflect collective identities of individuals from different Arabic-speaking nations and regions, for example, ٢٦ دولة اللغة العربية هي لغتها الرسمية، هناك لغات تكتب بحروف اللغة العربية كالأردية والكردية العرب يشتهرون بالكرم، والشجاعة، والصبر

• 2

  developing awareness of cultural stereotypes that can lead to generalisations and misconceptions such as associating the Arabic language with the nationality or religion of peoples, for example, ليس كل شخص عربي يتحدث اللغة العربية، العرب وراء إنشاء العديد من العلوم كالجبر والطيران والطب، العرب لديهم ديانات مختلفة وليسوا جميعاً مسلمين، ملابس العرب مختلفة، البلاد العربية ليست كلها صحراء

• 3

  discussing the ways in which they communicate with Arabic speakers such as making appropriate eye contact, allowing for personal space, and respecting older people, parents and teachers, and making comparisons with the ways in which they communicate with English speakers, for example, حضرتك، أستاذ، أستاذة، عم، عمة، سيد، سيدة، خالة المشي خلف كبار السن، عدم وضع الرجل فوق الرجل أمام المعلم وكبار السن عدم مقاطعة المتحدث

• 4 exploring, in Arabic or English, how language and culture are expressed through First Nations Australians’ song, dance or artworks, considering similarities and differences in an aspect of the cultural expressions of Arabic-speaking people or communities
• 5 discussing how their own cultural and linguistic background influences who they are, how they think about things and how they interact and behave in different contexts
• 6 noticing similarities and differences between personal ways of communicating and interacting compared with others in different contexts and situations, for example, expressions of politeness or turn-taking in conversations, and reflecting on the influence of culture and personal values on language use
• 7

  reflecting on culturally appropriate ways of offering congratulations, recognition, gratitude and encouragement, or politely declining requests or invitations, for example, الحمد لله على السلامة، ترجع بالسلامة، ألف مبروك، عيد سعيد، عقبى لك، عام سعيد

• 8 identifying and comparing words and expressions, in Arabic and English, that cannot be readily translated or explained and reflect embedded cultural meanings, for example, نعيماً after a shower or haircut, على راسي when someone asks you for a favour
• 9 explaining modifications made when moving between Arabic- and English-speaking contexts, for example, adjusting the way they communicate using لو سمحت، من فضلك، أرجوك or how they use different introductions depending on the audience, such as to introduce friends to their parents بالإذن يا أبي، هذا سليم صديقي من المدرسة and to introduce friends to each other أعرفك على ماهر، صديقنا الجديد
• 10

  appreciating that Arabic-speaking communities are made up of diverse cultural and linguistic groups that may have different beliefs, religions, customs, diets, dress, values and experiences, for example, في المغرب العربي توزيع الطعام على الفقراء في اوقات الحزن، عادات الاحتفال (بالزواج/ تكريم الضيف/ الأعياد)، اللباس التقليدي

Related Achievement Standards