AC9LA8U04 Year 7 Languages

This Content Descriptor from Year 7 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.

reflect on and explain how identity is shaped by language(s), culture(s), attitudes, beliefs and values

Elaborations

• 1

  recognising that Arabic language, cultural practices and spiritual beliefs are deeply interrelated, such as the use of Arabic in religion, ancient texts, ceremonies and sacred duties, for example, العبادات والصلوات في الاحتفالات الدينية باللغة العربية

• 2

  discussing cultural cues in communication that suggest differences in culture, traditions, ideas or values, for example, التّحية المتكرّرة مثلاً: كيف حالك وكيف العائلة؟ التّعابير الدينية مثل: إن شاء الله، إن شاء الرّب وعشنا عبارات المجاملة التي تقال في المناسبات: ألف مبروك، عقبال المئة سنة/عام، بالأفراح، زواج مبارك.

• 3

  exploring the importance of music and traditional dance in some Arabic cultures as an expression of identity and comparing with the music and dance of other cultural groups, for example, الدبكة والرقص الفلكلوري، العود، الكمان ،الطبل، الناي / المجوز

• 4 examining, in Arabic or English, how First Nations Australians’ languages have strong connections to Country/Place, and how these can be compared with language variation across Arabic-speaking countries and regions
• 5 reflecting on the influence of Arabic culture on their own communication style, for example, using gestures, words or expressions with particular cultural significance in Arabic such as kissing your own right hand, then raising your eyes and your right hand to express thanks, and discussing whether they modify their communication style when interacting in English
• 6 comparing choices of language and behaviours when communicating in Arabic and English, explaining the modifications they make and why, for example, when addressing older people using titles such as Mr or Miss, أستاذ، أستاذه، حضرتك، سيد، سيدة، خال، خالة
• 7 researching and reporting on the influence of Arabic language and culture in local and broader Australian communities, food and entertainment industries, media and education, for example, Lebanese restaurants and bakeries, the Arab Film Festival, SBS Arabic radio and television, Arabic bilingual schools
• 8 reflecting on choices they make when interacting with friends who speak both Arabic and English, identifying instances when they move between different languages or dialects for either practical or cultural reasons
• 9

  interviewing relatives or community members about changes in the Arabic language and its use over time, such as the emergence and use of ‘Arabish’ or ‘Enlabic’ in younger generations, for example, adding ‘-ing’ to Arabic words or adding ‘s’ to plurals in Arabic معي كل الكتبز، كنت ألعبنغ مع فادي

Related Achievement Standards