AC9LS10EU04 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), attitudes, beliefs and values, and how these affect ways of communicating

Elaborations

• 1 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
• 2

  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

• 3 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
• 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 Spanish to a group of Spanish-speaking visitors at a school assembly
• 5 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.
• 6

  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

• 7 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?
• 8 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
• 9

  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

• 10

  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

• 11 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

Related Achievement Standards