AC9LCH4C04 Years 3 to 4 Languages

Content descriptor develop strategies to interpret language that conveys cultural meaning

Elaborations

• • Elaboration selecting language to translate information into Chinese, recognising different meanings for the same word, for example, understanding that 哥哥 can be used to refer to an older male friend as well as an older brother
• • Elaboration demonstrating levels of politeness, respect and formality in diverse contexts when engaging with people of different ages or authority, for example, seeking assistance in writing, such as 尊敬的老师， 请您 ...
• • Elaboration explaining when to use formal and informal language in different social contexts, for example, comparing language use at home and at school, such as 妈妈，我要喝水。老师，我可以喝水吗？
• • Elaboration recognising the role that gesture plays in interactions, including hand gestures, gesturing for emphasis and inclusivity, and taboos within Chinese communication, such as pointing directly at someone
• • Elaboration creating bilingual resources for use in the classroom or school, for example, digital-picture dictionaries and word lists, glossaries and signs for the school environment
• • Elaboration identifying words and expressions in Chinese and English that do not readily translate, for example, 马马虎虎, 好好学习, 天天向上, small talk, cringe
• • Elaboration developing strategies for using bilingual, print or digital Chinese-English and English-Chinese dictionaries, to assist with translation

Show 2 more elaborations

• • Elaboration learning the cultural value behind symbols, such as tracing, cutting out or writing 春 and 福 to decorate the classroom for New Year
• • Elaboration identifying culturally-specific terms and phrases, for example, 吃了吗？in Chinese and ‘mate’ in Australian English, and sharing insights into why particular cultures value certain colloquial language