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AC9LH10U04: Year 9 Languages Content Descriptor – Understanding the interrelationship of language and culture
AC9LH10U04 Year 9 Languages

AC9LH10U04 – 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 evaluate 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
  • • discussing whether being bilingual or multilingual contributes to a more flexible sense of identity in ways that involve culture as well as language
  • • appreciating that many Hindi speakers may also use other languages such as Bengalis, Punjabi, Marathi, Gujarati and Telugu, and this may form part of their identity, values and beliefs
  • • 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 for a group of Hindi-speaking visitors at a school assembly
  • • examining reactions to different perceptions and expectations around similar and different cultural practices in Hindi and Australian contexts, for example, the concept of personal space, greetings and gestures, accepting and refusing offers, gift giving, celebrating and special events
  • • evaluating words such as अहिंसा, धर्म-कर्म that carry cultural connotations, values and attitudes which may be used differently by people in different cultural contexts and noting the relative importance of concepts such as परिवार, समुदाय और सहयोग
  • • analysing contemporary life in diverse Hindi-speaking communities, regions and countries such as India, Fiji, Nepal, Mauritius, Suriname, Guyana, for example, through viewing excerpts from films, documentaries and interviews, and reflecting on similarities and differences from own lifestyle, practices and traditions
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  • • analysing their own cultural and linguistic biographies through talking to relatives to discover more about family heritage, migration and history and reflecting on how this can contribute to understanding their culture, identity and family traditions such as celebrating particular festivals or superstitious or spiritual beliefs
  • • recognising ways in which genres of written literary Hindi may differ from everyday speech registers, and how they are influenced by local customs, cultures and regional languages, for example, the use of Sanskrit words in official Hindi, with terms like निर्माण क्षेत्र for the manufacturing sector

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.