AC9LS10U04 Year 9 Languages

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

Elaborations

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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
• 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
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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 ...
• 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
• 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
• reflecting on the development of Spanglish in Spanish-speaking communities and evaluating current debates and discussions around hybrid forms of languages
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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

Show 2 more elaborations

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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
• 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

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANSPAF10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students contribute to and extend interactions in Spanish language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language devices to enhance meaning and cohesion. Students incorporate the features and conventions of spoken Spanish to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of language structures and features to make and predict meaning. They support analysis of Spanish texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Spanish, to evaluate how this learning influences their ideas and ways of communicating.