AC9LCH6C04
Years 5 to 6
Languages
AC9LCH6C04 | Years 5 to 6 Chinese: Mediating meaning in and between languages
Content Descriptor
Content descriptor apply strategies to interpret and translate language in non-verbal, spoken and written cultural contexts
Background language learners · Foundation to Year 10 sequence
Strand
Communicating meaning in Chinese
Substrand
Mediating meaning in and between languages
This content descriptor sets out learning for Years 5 to 6 Chinese · Background language learners · Foundation to Year 10 sequence. Use it to plan lessons and assessment with the Australian Curriculum v9.
Elaborations
- • Elaboration examining the risks of literal or word-for-word translation when translating expressions, idioms and proverbs, for example, ‘full of beans’ (lively and energetic) may be translated incorrectly in Chinese to 满满的豆子
- • Elaboration recognising different levels of formality in language, such as 爷爷 and 祖父, and using language appropriate to context, for example, 我很累。and 我非常疲惫。
- • Elaboration interpreting examples of colloquialisms or slang typically used by young people such as 躺平 (give up), 永远的神 (YYDS)/GOAT (the Greatest Of All Time)
- • Elaboration identifying context-specific language such as language used at the supermarket, at the doctor’s surgery or when visiting a friend or relative, for example, 多少钱, 出价, 贵, 便宜, 折扣, 好/坏产品, 感冒, 咳嗽, 头痛, 头晕
- • Elaboration creating and using bilingual resources for language learning, such as glossaries of cultural terms in Chinese and English, and explaining culture-specific elements, for example, resources to inform Chinese and Australian visitors about events such as Anzac Day and the Chinese Dragon Boat festival
- • Elaboration reading children’s stories in bilingual form and reflecting on ideas expressed in Chinese and English which may not be readily translated and discussing possible reasons for this, for example, 阴阳,风水
- • Elaboration using a range of resources to assist in creating a Chinese translation of a text, exploring the functions of print and electronic translation tools, and discussing their strengths and weaknesses
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- • Elaboration composing bilingual resources for the school community, such as posters for class or school performances, displays or events, for example, Sports Carnival 运动会, Multicultural Day 多元文化日 or a virtual tour of the school with signs, notices, labels and short comments in Chinese and English, such as Library 图书馆, Hall 礼堂 Quiet please! 请安静
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