AC9LH10EC05 Year 9 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.

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

Elaborations

• 1 recording and transcribing short conversations between family members or friends from Hindi into English, and vice versa, recording words or phrases that are difficult to translate
• 2 translating proverbs such as दूर के ढोल सुहावने, examining literal translations for cultural information and identifying English-language proverbs that approximate the ideas behind the words
• 3 discussing how translation sometimes involves literal decoding of word-for-word meaning and sometimes involves interpreting meaning and finding equivalent forms in the other language, and considering why one language may use more words than another to communicate a particular meaning
• 4 evaluating the effectiveness of electronic translators, for example, comparing back-translations of short texts or formulaic phrases, identifying instances of non-equivalence, and noticing the potential misunderstandings of literal translation
• 5 interpreting the significance of terms or phrases that sometimes involve cultural meaning that cannot be translated or may carry specific cultural connotations which might be unfamiliar when translated into English, for example, साला, बहु, दलाल
• 6 reflecting on the importance of non-verbal elements of communication, such as hand gestures, head movements and facial expressions, and how these are sometimes used to mean different things in different cultures
• 7

  considering reasons for the trend among young Hindi speakers to use abbreviated English words, for example, funda (fundamental), despo (desperate), enthu (enthusiastic), comparing with the use of abbreviations such as ‘arvo’, ‘brekkie’, ‘footy’, ‘barbie’ in Australian English

• 8 identifying elements of successful interaction when communicating with speakers of Hindi, for example, being responsive and flexible, picking up on cues that indicate misunderstanding, respecting different perspectives and traditions
• 9 identifying differences in communication strategies such as the use of pauses or silence when using Hindi compared with English, for example, to show disapproval, respect for older people or waiting for consensus or their turn to speak
• 10 reporting on moments of intercultural miscommunication when using Hindi, discussing possible reasons why they happened, repair and recovery strategies and what they learnt from these experiences

Related Achievement Standards