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AC9LH10EU04: Year 9 Languages Content Descriptor – Understanding the interrelationship of language and culture
AC9LH10EU04 Year 9 Languages

AC9LH10EU04 – 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), attitudes, beliefs and values and how these affect ways of communicating

Elaborations

  • • researching important cultural symbols and icons and how they relate to identity and national pride, such as symbols from religion, festivals, historical events or folklore and legends, for example, तिलक, ॐ, तिरंगा, गाय
  • • reflecting on their own and each other’s use of Hindi and/or English identifying influences from other languages and cultures such as terms used in everyday language because of the influence of social media, popular culture and technology
  • • talking with older relatives, special guests or communities about changes they have experienced in Hindi culture, beliefs and practices across their lifetime, such as simplifying traditional rituals, absence of chanting mantras, wearing of Indo-western versus traditional clothing
  • • reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in Hindi to a group of Hindi-speaking visitors at a school assembly
  • • recognising that Hindi, like all languages, carries histories of contact with other languages and cultures, for example, by identifying and classifying words that originate in languages such as Arabic तलाक़, Japanese रिक्शा, Persian सरकार; and Turkish क़ुली
  • • identifying words and phrases that fuse Hindi and English (Hinglish,) such as in Bollywood film titles and scripts, pop culture, advertising and to capture trends, for example, tension mat lo, Yeh Dil Maange More, ji Uncle / ji Aunty, sabse best friend
  • • describing ways they adjust their interactions in different languages, situations and contexts, for example, comparing typical exchanges with Hindi-speaking friends or English-speaking friends in different situations
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  • • researching and classifying terms associated with customs, 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
  • • examining the meaning of Hindi proverbs and how they reflect traditional cultural views, ideas and attitudes, for example, नाच ना जाने आँगन टेड़ा, जब जागो तब सवेरा, दिन में तारे दिखना
  • • analysing their own cultural and linguistic biographies through talking to relatives to explore family heritage, migration and history and reflecting on how this can contribute to understanding their culture, identity and family traditions, for example, celebrating particular festivals or superstitious and spiritual beliefs

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.