AC9LC10EU04 Year 9 Languages

AC9LC10EU04 – 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 explain how identity is shaped by language(s), culture(s), beliefs, attitudes and values and how these affect ways of communicating

Elaborations

• examining how the adaptation of words reflects and encourages change, for example, examining how gender equality is reflected in the use of 妳 to acknowledge females and 他 to include both men and women
• reflecting on their own language choices in interactions with other Chinese speakers and how these may have been perceived, for example, considering, “Was my communication culturally appropriate?”, “Did I adjust my language and body language to help convey my meaning more effectively?”
• reflecting on the values of one culture when communicating in another, for example, thinking about differences in the use and frequency of ‘thank you’ and 谢谢
• reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in Chinese for a group of Chinese-speaking visitors at a school assembly
• identifying and reflecting on choices made in interactions in Chinese with people from different generations, for example, identifying changes in greetings 吃饭了没有, 拜拜, 嗨 and forms of address 同志, 小姐, 师傅 over time
• interacting with Chinese-speaking peers to share aspects of their own identities as young Australians, for example, considering, “What aspects of my life and identity would a person living in a Chinese-speaking community find interesting?”, “How do I want to be perceived or understood?”
• analysing the impact on language use of contexts and relationships between participants, for example, discussing how concepts such as face 面子 and connections 关系 are reflected in interactions between Chinese speakers

Show 3 more elaborations

• identifying how different opinions and perspectives are expressed and reflecting on how this may be perceived by others, for example, comparing representations of foreigners in 外国人有一些不同的习俗 with 老外都很奇怪
• examining how globalisation is impacting on Chinese values and language use, for example, how responses to praise are shifting to reflect a western concept of gratitude 谢谢 rather than the modesty of the past 哪里哪里
• reading texts consisting of 名人名言, for example, 孔子说 ..., and discussing the cultural meaning of the quote and how it is relevant to contemporary language use, including why it is still quoted widely in modern writing, for example, 三人行必有吾师

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANCHISL7_10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students initiate and sustain Chinese language to exchange and compare ideas and experiences about their own and others’ personal world. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Chinese or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written Chinese to create texts. They use familiar characters appropriate to context and Pinyin to transcribe spoken texts.Students apply features of the Chinese sound system to enhance fluency, and discern differences in patterns of sound and tone in spoken language. They demonstrate understanding of the sound system in spoken exchanges and characters for written texts, and select and use sentence and grammatical structures to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning Chinese, to discuss how this learning influences their ideas and ways of communicating.