AC9LS10EU04 Year 9 Languages

AC9LS10EU04 – 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

• recognising that Spanish language continues to evolve due to exposure to other cultures, globalisation, trends, technology, social media, and population growth and migration, for example, the natural use of Spanglish in USA
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recognising that many Spanish-speaking countries have indigenous languages that are co-official Spanish languages, such as Guaraní in Paraguay, Catalán, Galician/gallego and vasco/Basque/Euskera in Spain, and Quiché in Guatemala, and investigating the history and links between languages and how they are maintaining or contributing to cultural identity
• recognising that Spanish co-exists with multiple indigenous languages and dialects in many Spanish-speaking countries, and that this reflects the cultural and linguistic diversity of these nations, for example, the recognition of many co-official languages in Mexico
• reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in Spanish to a group of Spanish-speaking visitors at a school assembly
• exploring the influence of Latin-American popular culture in the United States and the rest of the world, for example, bilingual movies, music, television channels, 'telenovelas', sport, rituals, festivals, etc.
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considering how regional and national perspectives influence the use of language and sense of identity relating to place/country, for example, Catalan/catalán or Basque/vasco, north or south regions of Chile, sierra versus costa
• interviewing bilingual peers, family members or guests about the experience of using more than one language, for example, by asking questions, Do you identify more strongly with one language? Do you express yourself differently in each language? Do you feel like the same ‘you’ when speaking each language?

Show 4 more elaborations

• discussing ways in which learning a different language can lead to new ways of thinking or interpreting experiences, for example, understanding of others’ way of life, empathy for second language learners, breaking down stereotypes or assumptions, developing patience and resilience and the ability to self-reflect
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analysing texts such as advertisements, brochures, catalogues, graffiti and websites in Spanish that show different representations of culture, reflecting on language use, images and symbols, for example, the slogan pura vida
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researching heraldry, crests and coats of arms from Spanish-speaking countries and sporting teams, for example, Chile with the crowned Huemul and Condor and motto, Por la razón o la fuerza, creating their own family or personal crest with symbols and a slogan/motto important to their identity, and writing a descriptive explanation
• discussing and reflecting on the nature and role of culture and its expression through language, for example, noting own attitudes or understandings about culture, identity and diversity as a result of learning and using Spanish

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.