AC9LMG10EU04 Year 9 Languages

AC9LMG10EU04 – 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 explain how identity is shaped by language(s), culture(s), attitudes, beliefs and values, and how these affect ways of communicating

Elaborations

• interacting with Greek speakers, for example, with students from a sister school, while travelling, with guests, or in secure online platforms, reflecting on how language choices might be interpreted by Greek speakers and making adjustments to convey intended meaning
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examining reactions to different perceptions and expectations around similar and different cultural practices in Greek and Australian contexts, for example, the concept of personal space, greeting with καλό μήνα on the first day of the month, accepting and refusing offers, gift giving
• developing an understanding of contemporary life in diverse Greek-speaking communities, for example, viewing excerpts from Greek films, and reflecting on similarities and differences from own lifestyle, practices and traditions
• reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in Greek to a group of Greek-speaking visitors at a school assembly
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examining and explaining variations in language use in different Greek-speaking communities, and why the Greek language may vary in some aspects of vocabulary, for example, κοπέλι sounds like κοπέλα which means lady, but it actually means το παιδί, το αγόρι in Cretan dialect
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discussing elements of Greek language and culture and how they have become part of Australian lifestyles, for example, celebrations such as το Γλέντι, το Πανηγύρι, food such as τζατζίκι, γύρος, ντολμάδες, and sayings such as Achilles’ heel αχίλλειος φτέρνα and Midas touch το άγγιγμα του Μίδα
• identifying and comparing the function and power of cultural representations such as symbols and stories on identity formation and contribution to a sense of national pride, for example, flags, Greek myths and legends, historical events

Show 4 more elaborations

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exploring how the Greek language has been influenced by English, for example, the use of non-Greek words such as τα μπίλια instead of οι λογαριασμοί as an Australian phenomenon
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examining how technology, globalisation, migration and social media have influenced the Greek language, for example, the increased use of English words, σκανάρω, το μπλογκ, σερφάρω, γκουγκλ
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examining Greek cultural stereotypes that can lead to generalisations and misconceptions, for example, assumptions about typical diet or celebrations, such as shouting ώπα! and smashing plates
• appreciating that many Greek speakers may be bilingual, and use other language variations and/or dialects, and this may form part of their identity, beliefs and values

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANMGR7_10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students initiate and sustain Greek language to exchange and compare ideas and experiences about their own and others’ personal worlds. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Greek or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written Greek to create texts. Students apply features and conventions of spoken Greek to enhance fluency. They select and apply knowledge of language conventions, structures and features to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning Greek to discuss how this learning influences their ideas and ways of communicating.