AC9LCH10U04 Year 9 Languages

AC9LCH10U04 – 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’ identity is shaped by language(s), culture(s), attitudes, beliefs and values, and how these affect ways of communicating

Elaborations

• reflecting on how their own identity is shaped by attitudes, beliefs, values and languages used every day, for example, comparing different ways of greeting, expressing congratulations or condolence
• showing how the use of titles indicates respect or formality in Chinese compared with Australian culture, for example, 王老板, 李师傅, 张老师, 陈经理
• indicating the impact of globalisation on cultural change, and their own identity and beliefs, for example, 男尊女卑的时代早就过时了。
• 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
• demonstrating the impact of loan words and internet language on the changes in modern languages and culture, such as 粉丝, 艾特
• reflecting on how non-verbal cultural behaviour such as dress codes affect communication in different cultural settings

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANCHIBLLF-1Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students maintain and extend interactions in Chinese language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They enhance the overall meaning and cohesion of their spoken and written texts through the strategic use of language structures and features. Students incorporate the features and conventions of spoken Chinese to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of language structures and features to make and predict meaning. They support analysis of Chinese texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Chinese, to evaluate how this learning influences their ideas and ways of communicating.