AC9LH10EC05 Year 9 Languages

AC9LH10EC05 – 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

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

• 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
• 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
• 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
• 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
• 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
• 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
•
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

Show 3 more elaborations

• 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
• 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
• 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

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANHIN7_10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students initiate and sustain Hindi language to exchange and compare ideas and experiences about their own and others’ personal worlds. 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 Hindi or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written Hindi to create texts. Students apply features and conventions of spoken Hindi to enhance fluency. 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 Hindi, to discuss how this learning influences their ideas and ways of communicating.