AC9LCH10EU04 Year 9 Languages

AC9LCH10EU04 – 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 evaluate how their own and others’ identify is shaped by language(s), culture(s), attitudes, beliefs and values, and how these affect ways of communicating

Elaborations

• evaluating differences in perceptions, understandings and behaviours across cultures, for example, degrees of formality and politeness, concepts of personal space and physical contact
• explaining how cultural traditions and beliefs affect communication of Chinese speakers from various regions, such as 老师 versus 同志, and how these words are interpreted differently depending on regional perspectives
• exploring how concepts such as modesty, individual responsibility, personal space and respect for authority influence communication styles, and how they may be interpreted by English speakers
• 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 to a group of Chinese-speaking visitors at a school assembly
• examining how language may be used to empower or marginalise groups in society, for example, how group labels such as 80后/90后/00后 may be used to influence how they are perceived
• accessing a range of sources and identifying content that potentially creates bias or stereotypes, such as 中国制造, and building mutual understanding to enhance communication
• identifying how knowledge of Chinese and English opens up opportunities to expand their own world views, for example, reading texts such as news articles in Chinese and English to interpret and develop awareness of different perspectives

Show 2 more elaborations

• exploring cultural assumptions in language, for example, analysing how the terms for ‘getting married’ differ for women 嫁出去, men 娶妻 and gender-neutral 结婚
• analysing their own language and cultural backgrounds through talking with relatives in Chinese-speaking countries or Australia to discover their own heritage and migration history, and reflecting on how this can contribute to their own identity and provide a foundation for future life and career opportunities

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANCHIBFL7-1Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students initiate and extend interactions in Chinese language to exchange and compare ideas, opinions and experiences about their own and others’ personal worlds. They incorporate non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They evaluate and synthesise information and ideas in texts and demonstrate understanding of different perspectives. They interpret, translate and analyse information, and respond in Chinese or English, adjusting language to convey meaning. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They enhance the cohesion of their spoken and written texts through the strategic use of language devices and structures. Students understand and apply nuances of spoken language to extend fluency. They select and apply knowledge of language conventions, structures and features 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.