AC9LCH8C04
Years 7 to 8
Languages
AC9LCH8C04 | Years 7 to 8 Chinese: Mediating meaning in and between languages
Content Descriptor
Content descriptor interpret and translate non-verbal, spoken and written language to convey meaning in a range of familiar and unfamiliar 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 7 to 8 Chinese · Background language learners · Foundation to Year 10 sequence. Use it to plan lessons and assessment with the Australian Curriculum v9.
Elaborations
- • Elaboration identifying the challenges of translating some concepts such as 龙的传人 and 别客气, developing strategies to overcome these, and discussing ensuing questions such as, "What is lost in translation?", "Why can’t we just translate word for word?" and "Why does context matter?"
- • Elaboration understanding how to convert informal spoken language such as 你们都晓得 into formal register, to suit particular purposes and audiences, and experimenting with formal expressions such as 大家都知道 ..., 你们都知道 ...
- • Elaboration interpreting for visitors as appropriate, applying strategies such as clarifying and rephrasing to explain cultural concepts
- • Elaboration comparing choices of language and behaviours when communicating in Chinese and English, explaining the modifications they make and why, for example, being indirect when making refusals in Chinese-speaking contexts such as 是的，我不能保证。我可能会再看一遍。我也喜欢这个礼物，但是 ...or using both hands when giving something to show respect
- • Elaboration developing Chinese glossaries to accompany English texts, for example, 天气预报 (weather forecast), 关于自然的纪录片 (nature documentary), 卡通 (cartoon), 旅游博客 (travel blog) or 民间故事 (folktales)
- • Elaboration discussing and amending inaccurate translations of public signs or notices in China and in Australia, for example, 小心地滑 (carefully slide), 有害垃圾 (evil rubbish)
- • Elaboration using Chinese dictionaries to enhance understanding of subtle differences in how and when words are used, and applying this knowledge to interpret meanings in texts
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- • Elaboration composing bilingual texts, for example, menus for Chinese restaurants with footnotes in English, and public signs and notices for Chinese-speaking and Australian contexts, paying attention to aspects of culture
- • Elaboration reflecting on and explaining which words, expressions or gestures should or should not be used when interacting with Chinese speakers or speakers of other languages, for example, hugging someone when greeting or making or avoiding eye contact during conversation
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