AC9LS10EC05 Year 9 Languages

AC9LS10EC05 – Year 9 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Spanish

Substrand

Mediating meaning in and between 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.

Content Descriptor

apply strategies to interpret and translate non-verbal, spoken and written interactions and texts to convey meaning and intercultural understanding in familiar and unfamiliar contexts

Elaborations

•
translating words or expressions that reflect culturally embedded references and concepts, for example, the word sobremesa or the practice of tutear
• analysing Spanish translations of familiar English language texts, identifying aspects that got ‘lost in translation’, for example, comparing the English subtitles of a movie dubbed in Spanish with the original English-speaking version and discussing what was different and why
•
developing personal tools to resolve communication challenges such as responding to breakdowns in communication by rephrasing, asking peers or the teacher for clarification or repetition, for example, Repite/a por favor. ¿Puede/s explicarlo otra vez?
•
expanding awareness of ‘false friends’ by recognising that Spanish and English words with the same origin may take a separate path in each language, or words with different origins may resemble each other by coincidence, for example, constipado, ropa, embarazada, campo, decepción, etc.
• identifying challenges associated with the translation of simple texts, such as short letters or conversations, and deciding whether different information or language structures are required in the translated version, for example, idioms, salutations, respectful terms, absence of pronouns, etc.
• evaluating the effectiveness and risks associated with online translation tools, for example, conducting a ‘back translation’ of a well-known text, and commenting on the translation issues and why they may occur
•
identifying levels of formality in spoken and written texts, and considering what these convey about social relationships and processes, for example, reflections of status, authority, respect or intimacy, Disculpe. ¿Podría decirme ...? Perdone que le interrumpa, ... Me gustaría tomarme un café contigo, ¡Oye tío!, ¿Por qué no vamos al partido mañana, ¡compa, qué bueno verte!

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANSPA7_10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students initiate and sustain Spanish 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 Spanish or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written Spanish to create texts. Students apply features and conventions of spoken Spanish 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 Spanish, to discuss how this learning influences their ideas and ways of communicating.