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Descriptors›Languages›Year 9›Understanding language and culture›Understanding the interrelationship of language and culture›AC9LIT10U04
AC9LIT10U04: Year 9 Languages Content Descriptor – Understanding the interrelationship of language and culture
AC9LIT10U04 Year 9 Languages

AC9LIT10U04 – 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), beliefs, attitudes and values and how these affect ways of communicating

Elaborations

  • • evaluating self-profiles or autobiographies in formats such as journal entries, articles, captioned photo stories, digital accounts or short films, including episodes related to the experience of learning Italian language and culture, and express how these have had an impact on their understanding, attitudes or sense of identity
  • • analysing correspondence with Italian peers to notice the questions that are asked about lifestyle and practices in Australia, and reflecting on their own questions and the assumptions these reveal
  • • reflecting on aspects of their own experiences of intercultural communication such as instances of breakdowns or breakthroughs in communication, repair and recovery strategies, and responses to and insights gained through interactions; sharing experiences of successful interactions and communication
  • • reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present to a group of Italian-speaking visitors at a school assembly
  • • sharing ideas about themselves (describing memberships, special talents, explaining family traditions, etc.) and reflecting on themselves as communicators in Italian/English intercultural exchanges
  • • considering how their identity has changed over time, based on experiences recorded in a journal throughout the school year
  • • reflecting on how learning Italian has given them insight into the close connection between language and culture and evaluating how their own assumptions have changed
Show 3 more elaborations
  • •

    sharing family and cultural traditions and experiences, considering how these have shaped and continue to shape personal identity, for example, Per la mia famiglia e' molto importante mangiare insieme ogni sera e mi piace perché parliamo di tutto e posso parlare della mia giornata ed esprimere le mie opinioni, così mi sento importante. Spesso parliamo di problemi e cosa possiamo fare così troviamo una soluzione insieme.

  • • reflecting on own experiences of the influence of language and culture, identifying experiences of inclusion or exclusion, or the marking of respect, values and attitudes
  • •

    identifying specific expressions that reflect cultural concepts in different experiences and texts, for example, sono in pausa pranzo, faccio il pisolino, Andiamo a prendere un aperitivo.

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANITAF10Y910
Year 9 Languages Achievement Standard
By the end of Year 10, students contribute to and extend interactions in Italian 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 devices to enhance meaning and cohesion.Students incorporate the features and conventions of spoken Italian 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 Italian texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Italian, to evaluate how this learning influences their ideas and ways of communicating.