AC9LJ8EU04 Year 7 Languages

AC9LJ8EU04 – Year 7 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 7 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

recognise how identity is shaped by language(s), culture(s), beliefs, attitudes and values

Elaborations

• learning about values and beliefs that are important in Japanese society and that contribute to identity, such as maintaining harmony and a sense of collective wellbeing, avoiding conflict and expressing well wishes, and how these are reflected through language and behaviours
• exploring their own identity, and recognising elements of identity that may be important across all cultures, for example, recognising identity through family, community, location, language, religion, age, gender and how language use and communication can have an impact
• identifying and explaining phrases that require cultural knowledge in order to be understood in translation, for example, understanding はじめまして。よろしくおねがいします。 and that the question, おげんきですか。is a genuine health enquiry rather than a greeting
• recognising how First Nations Australians’ connections to social and physical environments can be compared with Japanese-speaking peoples’ connections to nature and respect for the natural environment
• considering how the Japanese language (certain phrases) reflects traditional practices and values, for example, thinking about language that is associated with family life and work, いただきます、ただいま、おかえり、おつかれさまです
• understanding that the Japanese language has many ways of expressing values such as consideration and respect, for example, どうぞ、どうも、すみません、おくれてすみません、しつれいします、 and using indirect forms of refusal and softening responses, for example, ちょっと … あんまり …
• understanding language variation based on age, relationship, and the level of familiarity between participants, for example, お母さん versus 母、～さん versus ちゃん／くん, use of honorifics ご and お, avoiding あなた when showing politeness

Show 2 more elaborations

• preparing a personal profile to exchange with Japanese-speaking students, showing cultural background, what is important to them, beliefs and interests using images, captions and symbols, and reflect on possible differences and similarities between them and Japanese students
• researching elements of Japanese culture, identity, beliefs and identifying values, noticing similarities, and commenting on what is new or surprising

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 7 ASLANJAP7_10Y78

Year 7 Languages Achievement Standard

By the end of Year 8, students use Japanese language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning. They respond in Japanese or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language, and modelled sentence and grammatical structures to create texts, and demonstrate understanding of how some language reflects cultural practices. They use some familiar katakana and kanji, and hiragana, with support.Students approximate Japanese sound patterns, intonation and rhythms, and recognise the relationship between spoken and written forms. They demonstrate understanding that Japanese has conventions and rules for scripts, non-verbal, spoken and written communication. They comment on aspects of Japanese and English language structures and features, using metalanguage. They demonstrate awareness that the Japanese language is connected with culture and identity, and how this is reflected in their own language(s), culture(s) and identity.