AC9LC8U04 Year 7 Languages

AC9LC8U04 – Year 7 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 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.

Content Descriptor

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

Elaborations

• examining how globalisation is having an impact on Chinese speakers’ 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
• exploring the ways in which new words and phrases are incorporated into everyday communication in Chinese, for example, demonstrating understanding about how English expressions of emotion 去 happy 吧 are used in chat forums and text messaging, and how Pinyin abbreviations are used to replace characters (L P = 老婆)
• investigating the ways in which Chinese language is used to foster the awareness of social etiquette and courtesy among local communities, for example, addressing adults using 叔叔, 阿姨, and reflecting on how body language and nuances may be interpreted differently by others
• examining how First Nations Australians’ languages have strong connections to Country/Place and how these can be compared to language variation across Chinese-speaking countries and regions/regional dialects
• reflecting on how particular words of cultural significance may be interpreted differently by others, for example, ‘mate’ in Australian contexts and 兄弟 in Chinese-speaking contexts
• inferring the relationship of participants in a spoken interaction by observing word choices and gestures, for example, 老张, 张校长, 张小明, and asking, “What titles and terms of address are used for individuals in Chinese?”, “How do these titles compare to English practices?”
• exploring how known languages influence their own identity and communicative preferences, such as reflecting on the values of one culture when communicating in another, for example, differences in the use and frequency of ‘thank you’ and 谢谢

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 7 ASLANCHISLF10Y78

Year 7 Languages Achievement Standard

By the end of Year 8, students initiate and maintain interactions in Chinese language in familiar and some unfamiliar contexts related to a range of interests and experiences. They use Chinese to collaborate and problem-solve, and adjust language in response to others. They interpret information, ideas and opinions in texts. They demonstrate understanding of similarities and differences between languages, in both familiar and some unfamiliar cultural contexts, by adjusting and reorganising responses. They select and use vocabulary, sentence structures, expressions and levels of formality, to create texts. They select and use characters appropriate to context and begin to use Pinyin to transcribe spoken words and short modelled sentences.Students apply the conventions of spoken Chinese, including differences in sounds and tones, to develop fluency and demonstrate understanding of writing system features and the role and function of character components. They demonstrate understanding that spoken, written and multimodal texts use different conventions, features and linguistic structures to convey meaning. They comment on structures and features of Chinese text, using metalanguage. They reflect on how the Chinese language, culture(s) and identity are interconnected, and compare this with their own language(s), culture(s) and identity.