AC9LS6U04 Year 5 Languages

AC9LS6U04 – Year 5 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 5 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

recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and spoken communication

Elaborations

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understanding that there are indigenous languages spoken in addition to Spanish in Spanish-speaking communities, that these languages remain an important part of peoples’ culture, identity and heritage, and that these languages influence Spanish, for example, wawa, pachamama, papa, poncho, tomate, jaguar, charki, quinoa, cocao, maíz, cancha, llama
• researching Spanish-speaking communities, inviting special guests or showcasing their learning about cultural aspects of these communities
• recognising how Spanish is widespread in the world, identifying aspects such as traditions, values and practices that may reflect collective identities of individuals from different Spanish-speaking nations
• exploring, in Spanish or English, how language and culture are expressed through First Nations Australians’ song, dance or artworks, considering similarities and differences in an aspect of the cultural expressions of Spanish-speaking people or communities
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sharing their reactions to cultural elements witnessed in authentic materials, for example, gestures or forms of politeness, guinea pigs as a cuisine rather than pet, traditional ceremonies such as pago a la tierra or the medicinal and ritual use of coca
• becoming aware of cultural stereotypes that can lead to generalisations and misconceptions, for example, associating language with the nationality of peoples of Latin America
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investigating modern influences on the Spanish language, such as pop culture, digital and social media, migration, and travel, and how they have changed and impacted ways of communicating, for example, the emergence of new words, tuitear, email, correo electrónico, chatear, textear, bloguear, rapear, rapero, un selfie, las redes

Show 4 more elaborations

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reflecting on culturally appropriate ways of offering praise, recognition, gratitude and encouragement, or declining requests or invitations, for example, Lo siento, desafortunadamente no puedo …
• understanding that Spanish-speaking communities may have a shared history with, and similarity to, other languages and cultures such as English, French, Italian, Portuguese, Romanian and Tagalog/Filipino, and that different countries and regions have their own accents, dialects and vocabulary
• identifying the visible and invisible elements that contribute to identity that may be important across all cultures, for example, family routines, community practices, religious events, customs and traditions, clothing, diet and music
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examining what is most important to them by creating a personal, class or family slogan, motto or crest to reflect aspects of their identity, for example, translating English phrases to Spanish, Vamos equipo ... Somos la clase 4BC. Amigos para siempre. ¡Sí se puede!

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANSPAF10Y56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in Spanish language that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm in spoken texts. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Spanish or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a variety of vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type. Students apply rules of pronunciation and intonation in spoken Spanish. They apply conventions of spelling and punctuation, and use modelled structures, when creating and responding in Spanish. They compare language structures and features in Spanish and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.