AC9LIT6U04 Years 5 to 6 Languages

Content descriptor recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and verbal communication

Elaborations

• • Elaboration listening to or viewing short skits of Italians speaking to develop an awareness of different dialects and language variations spoken in Italy and used in Italian-speaking communities in Italy and in the diaspora, for example, observing and listening to the accents of Italians from different regions in Italy or different Italian-speaking communities in the world and noticing the use of gestures
• • Elaboration comparing language use in similar social situations in Italian and English
• • Elaboration exploring with the teacher aspects of Italian culture that may create comfort/discomfort with the ideas and language used by others such as farsi il bidet
• • Elaboration exploring how language and culture are expressed through First Nations Australians’ song, dance or artworks, considering similarities and differences with an aspect of the cultural expressions of Italian-speaking people or communities
• • Elaboration recognising experiences of the Italian language and culture being located in and intertwined with the language and culture of English speakers in Australia, for example, in shop signs Barbiere, Panificio, Macelleria, Farmacia, Moda, Cibo, Fiori, Assaggio
• • Elaboration comparing words that they have heard in their home and/or community to words learnt in class and noticing that there are different dialects in Italian, for example, observing that bambino in Italian is equivalent to picciriddu in Sicilian dialect
• • Elaboration discussing some generalisations about Italian and Australian people and reflecting on their own experiences

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• • Elaboration comparing their own ways of using language with those of peers, thinking about how family and community shape identity and communication, for example, using more than one language, celebrating or expressing feelings in various ways, considering whether learning and using Italian has an impact on identity either in or out of the classroom
• • Elaboration explaining to others the significance of some Italian cultural practices and events (greetings, mealtimes, school or family routines, etc.) and concepts and values, and recognising cultural differences in their interpretation of meaning, for example, Qual è la differenza? Capisco ma non sono d’accordo.