AC9LS10U04 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 evaluate how identity is shaped by language(s), culture(s), attitudes, beliefs and values, and how these affect ways of communicating

Elaborations

• 1

  sharing reflections on their experiences of learning Spanish and on different reactions to aspects of the language and culture, for example, Tengo problemas pronunciando la doble r, es difícil para mí …, Me gustaría poder hablar más rápidamente en español

• 2 recognising differences in the nature and function of some elements of communication in Spanish compared with English, for example, the enjoyment of debate, disagreement and argument as social rather than confrontational activities, and greater levels of directness in exchanges such as making requests using direct imperative
• 3

  understanding how language variation can reflect cultural and social identity, and inclusion or exclusion, for example, los refugiados versus/frente a los ilegales; the use of jargon or jergas, for example, currar, laburar, estar al loro, ir de marcha, mala onda, tipo, chavo, pibe to include or exclude; and the inclusive language of political speeches, for example, los ciudadanos y ciudadanas ...

• 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 researching the languages that are co-official Spanish languages, for example, Guaraní in Paraguay, Catalan, Galician and Basque/Euskera in Spain, and Quiché in Guatemala, and investigating the history and issues surrounding such relationships between languages
• 6 reflecting on the development of Spanglish in Spanish-speaking communities and evaluating current debates and discussions around hybrid forms of languages
• 7

  examining the meaning of proverbs and how they reflect historical cultural views and attitudes, for example, Lo cortés no quita lo valiente, El hábito no hace al monje, and idioms, for example, me puse las botas, no pidas peras al olmo

• 8

  exploring how word choices such as selection of particular nouns and adjectives can indicate attitudes and values, for example, Ese joven no sirve para nada/Es un joven valiente. Ellos son ilegales/Ellos son los refugiados

• 9 comparing texts created for different audiences in different Spanish-speaking regions and countries, noticing how language reflects priorities, beliefs and values of specific communities, for example, election campaigns, environmental concerns

Related Achievement Standards