AC9LF6U04 Years 5 to 6 Languages

Content descriptor recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and verbal communication

Elaborations

• • Elaboration exploring the idea of generalisations associated with languages and identities, discussing how groups of people tend to think about themselves and others, and how stereotypes affect attitudes and communication and can be inaccurate
• • Elaboration explaining Australian English vocabulary, expressions and practices to French speakers and other people from different language backgrounds, for example, explaining the meaning of ‘the bush’, ’fair go’, ‘she’ll be right’
• • Elaboration noticing how children from French-speaking communities around the world use different words and expressions, for example, tchop for manger, chamboul for la chambre, n’damba for le football in Cameroun; le chum (tchomme) for le copain, and l’avant-midi for le matin in Québec; and considering why such variations exist
• • Elaboration exploring how language and culture are expressed through First Nations Australians’ song, dance or artworks, considering similarities and differences with an aspect of the cultural expressions of French-speaking people or communities
• • Elaboration using models such as Oops et Oh là là, involving one English-speaking and one French-speaking character and reflecting on instances of possible intercultural miscommunication
• • Elaboration thinking about how family and community impact on identity and communication, for example, using more than one language, celebrating or expressing feelings in various ways