AC9LH10C04 Year 9 Languages

AC9LH10C04 – Year 9 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Hindi

Substrand

Mediating meaning in and between languages

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

interpret and translate non-verbal, spoken and written interactions and texts to convey meaning and intercultural understanding in familiar and unfamiliar contexts

Elaborations

• observing non-verbal elements of communication such as gestures, facial expressions or use of space and silence, discussing their importance in communication and how they vary in formal and informal contexts
• evaluating the accuracy and effectiveness of subtitles used in Bollywood movies, video clips and documentaries, identifying examples of meaning lost in translation and translating short excerpts that include switching between languages and dialects
• translating parts of conversations recorded between family and friends that involve the mixing of Hindi, English and other languages, discussing the relationship between language use and context
• translating children’s stories from English into Hindi and vice versa, and discussing how to maintain original meaning when tailoring texts to different audiences and cultural backgrounds
• finding examples of colloquial and contemporary forms of language used by young people such as using words and expressions from other languages when talking about popular culture, for example, अरे यार, कल क्या कमाल मैच देखा
• researching and classifying terms associated with cultural traditions and practices that have cultural significance or history and whose meanings are difficult to convey in other languages, for example, words associated with yogic practice such as संसार, मंत्र, कर्म, गुरू, ब्राह्मण, मोक्ष
• considering challenges involved in translating Hindi texts by contemporary poets and songwriters who incorporate English words or stylistic features into their texts

Show 3 more elaborations

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identifying and translating texts produced within the media and entertainment industry, such as advertisements, pop music and Bollywood films that use ‘Hinglish’ for different purposes, for example, Life ho to aisi!, लाइफ हो तो ऐसी !
• considering how to maintain the integrity of original texts when translating culture-specific concepts and Australian English words such as ‘thongs’, ‘servo’, ‘the bush’, ‘outback’, ‘chook’, ‘sausage sizzle’ ‘true-blue’, or ‘no worries’ to Hindi speakers
• reflecting on how meaning can be misinterpreted in intercultural interactions, for example, sharing experiences of miscommunication and strategies to deal with misunderstanding, confusion or frustration using repair strategies

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANHINF10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students contribute to and extend interactions in Hindi language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language features to enhance meaning and cohesion. Students incorporate the features and conventions of spoken Hindi to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of language structures and features to make and predict meaning. They support analysis of Hindi texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Hindi, to evaluate how this learning influences their ideas and ways of communicating.