AC9LS8U04 Year 7 Languages

This Content Descriptor from Year 7 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

Elaborations

• 1

  recognising that language and cultural practices are interconnected, for example, identifying the religious origins or connotations of many common Spanish names such as Jesús María, Dolores, and expressions such as ¡Qué Dios te bendiga!; and changes reflecting social values such as the adoption of some feminine forms of professional titles, for example, la doctora/el doctor, la abogada/el abogado, la jefa/el jefe

• 2 comparing elements of communication, for example, body language and use of personal space and silence in different cultural contexts, and exchanges such as physical greetings, proximity when interacting and the use of ‘sorry’ in English compared with Spanish
• 3

  identifying levels of formality in spoken and written texts and considering what these reveal about social relationships and processes, such as reflection of status, authority, respect or intimacy, for example, Perdone que le interrumpa, Presidenta. ¿Podría …? Disculpe, ¿podría decirme ...? Eres el amor de mi vida ...

• 4 examining, in Spanish or English, how First Nations Australian languages have strong connections to Country/Place locations, and how these can be compared with language variations across Spanish-speaking countries and regions
• 5 recognising that many Spanish-speaking countries have co-official Spanish languages and how this is an important aspect of identity, for example, Guaraní in Paraguay, Catalan, Galician and Basque/Euskera in Spain, and Quiché in Guatemala
• 6

  noticing components of Spanish language that reflect cultural histories and influences, for example, technological and scientific terms derived from classical Latin and Greek, continente, vegetación, bacteria, biología, protocolo and mecánico

• 7 understanding the nature of the distribution of Spanish speakers across the world, including countries such as United States and the Philippines where the Spanish language and cultures have an important presence, for example, the development of Spanglish as a dialect and influence on Tagalog/Filipino
• 8

  examining language variation in relation to vocabulary and grammatical forms in Spanish-speaking communities compared with Spanish-speaking in Spain, for example, ‘strawberries’ are fresas in Spain and frutillas in Argentina; ‘bus’ is colectivo in Venezuela, ómnibus in Peru, camión in Mexico and guagua in Cuba; and the use of the pronoun vos in Central America/Argentina/Uruguay

• 9

  considering the value of the influence of Spanish language and culture(s), including food, film, fashion, music and dance, on the English language and other cultures, for example, churros, tortilla, pupusas, tapas, salsa, flamenco

Related Achievement Standards