AC9LC6U04 Year 5 Languages

AC9LC6U04 – Year 5 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 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.

Content Descriptor

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

Elaborations

• explaining to others the connections between language and culture, for example, using 哪里哪里, a humble way to respond to praise
• discussing the symbolism of the moon in Chinese-speaking cultures, and things that are lucky and unlucky, for example, 八 (发), 九 (久), 四 (死), and discussing why companies in China need to avoid unlucky words in translation or pronunciations
• comparing language use in similar social situations in Chinese and English, for example, comparing the language used when giving or receiving a gift
• exploring how language and culture are expressed through First Nations Australians’ song, dance or artworks, considering similarities and differences with an aspect of the cultural expressions of Chinese-speaking people or communities
• examining the themes, characters and common language in traditional Chinese folktales and reflecting on which aspects are unique to Chinese-speaking cultures, for example, 愚公移山
• exploring cultural values conveyed in expressions relating to celebrations, for example, asking, “In the colloquial phrase 合家团圆, what is 团圆?”, “Why wish people 团圆?”, “Does this have the same meaning in Australian culture(s)?”, “What’s the relationship between language use and Chinese-speaking communities’ values and identity in this phrase?”
• demonstrating Chinese Yin and Yang philosophy and traditional medicine by role-playing a visit to a traditional doctor in China and comparing this with a visit to a doctor in Australia

Show 2 more elaborations

• exploring culture in Chinese-speaking parts of the world, such as Taiwan, Hong Kong, Singapore, Malaysia, Macau, or Mainland China, as well as exploring Chinese language dialects and ethnic groups within Mainland China
• discussing possible reasons why Chinese family names are placed before given names and exploring the cultural meaning of various Chinese given names

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANCHISLF10Y56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in Chinese language that are related to their immediate environment. They use key features of pronunciation and intonation, recognising stress and phrasing in spoken texts. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas, and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Chinese or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a variety of vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type. They use familiar characters appropriate to context and Pinyin.Students apply rules for pronunciation and intonation, writing, character formation, punctuation and modelled structures, when creating and responding in Chinese. They compare language structures and features in Chinese and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.