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AC9LF10EU04: Year 9 Languages Content Descriptor – Understanding the interrelationship of language and culture
AC9LF10EU04 Year 9 Languages

AC9LF10EU04 – 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 explain how identity is shaped by language(s), culture(s), beliefs, attitudes and values and how these affect ways of communicating

Elaborations

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    examining how changes to the French language reflect changes in some cultural practices and attitudes, for example, le fastfood, la fin de semaine/le weekend, la pub/le pub

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    considering how language marks respect, values and attitudes, for example, the (changing) gendered nature of some professional titles in French such as un médecin, un chef, une professeure, une ministre

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    developing language for thinking and talking about cultural representation and expression such as perspectives, values, images, stereotypes, inclusions and exclusions, for example, vous les autres … nous les jeunes …

  • • reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in French to a group of French-speaking visitors at a school assembly
  • • exploring the reciprocal nature of communication, the 2-way process of noticing and responding to differences in perceptions, understandings or behaviours such as gestures, body language, attitudes to interruptions, personal space and physical contact, and degree of formality or directness, in relation to a specific context
  • • using personal journals and group discussions to reflect on and evaluate how learning French has had an impact on their own assumptions about French language, culture and identity
  • • sharing ideas about how culture ‘works’ as a combination of beliefs, values and practices, and examining their own personal and community cultural frames of reference and how and why these change over time
Show 3 more elaborations
  • • recognising how diversity of expression and language forms reflects the diversity of individual and community perspectives and experience
  • • considering how the experience of learning a new language has had an impact on awareness of their own communicative and cultural behaviours and how these may be interpreted by others
  • • reflecting on the power of language in relation to their own and others’ experience such as winning an argument, working out the meaning of unfamiliar French words, being locked out of conversations or being a newcomer/an outsider in a social group

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANFRE7_10Y910
Year 9 Languages Achievement Standard
By the end of Year 10, students initiate and sustain French language to exchange and compare ideas and experiences about their own and others’ personal world. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in French or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written French to create texts.Students apply features of the French sound system to enhance fluency and demonstrate understanding of the sound system in spoken exchanges. 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 French, to discuss how this learning influences their ideas and ways of communicating.