AC9LJ10EU04 Year 9 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.

reflect on and explain how identity is shaped by language(s), culture(s), beliefs, attitudes and values and how these affect ways of communicating

Elaborations

• 1 considering the relationship between identity and language, with reference to the languages spoken by the students themselves, peers, and family or community members, including their own developing ability to communicate in Japanese
• 2 identifying ways of communicating and behaving that may appear unusual or inappropriate to Japanese speakers, for example, eating on the go, hugging or kissing on cheek, sitting on the floor or desk, using a phone on the train, speaking loudly and using direct eye contact
• 3 noticing cultural cues when interacting with Japanese speakers or resources that suggest differences in traditions, ideas or values, for example, acknowledging ways of expressing feelings or emotions, maintaining harmony by avoiding direct replies to a question by using それはちょっと…、 and avoiding foregrounding the self with phrases such as お先にどうぞ、がんばります。
• 4 reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in Japanese for a group of Japanese-speaking visitors at a school assembly
• 5 recognising that social values and reactions, such as respect or displeasure, can be expressed differently in different cultures, for example, noting the Japanese avoidance of direct refusal or eye contact, the desire to please by answering a question even if they do not know the answer, waiting to be invited to eat or drink, and the practice of smiling for different reasons in different contexts
• 6 noticing how the cultural value of うち／そと is expressed through language, such as the use of prefixes and suffixes when referring to people outside the immediate ‘group’, the choice of informal or formal register, and decisions about what to share/not share in general conversation
• 7 identifying how variations in language use and communicative behaviours reflect how emotions or attitudes such as respect, gratitude, disappointment or embarrassment are expressed differently across languages and cultures
• 8 identifying the diverse cultural contexts of Australia and significant life events that are marked in Australia and/or Japan, for example, 七五三、 birthdays, 18th/21st birthdays and せいねんしき、おしょう月 and ゴールデンウィーク or marriage, differences between lunch boxes and obento, and considering how these provide insight into cultural values or traditions

Related Achievement Standards