AC9LT10C04 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.

interpret and translate non-verbal, spoken and written interactions and texts to convey meaning and intercultural understanding in familiar and unfamiliar contexts

Elaborations

• 1 comparing Turkish and English community notices relating to health or education, such as notices in doctors’ waiting rooms or school notices, identifying similarities and differences that reflect cultural context and communicative styles
• 2

  comparing advertisements for the same product in different languages, such as Türkiye ve Avustralya’daki cep telefonları, Yiyecek ve içecek ya da yemek reklamları arasındaki fark, discussing why particular language or images have been selected and distinguishing between culture-specific and universal representations and interests

• 3

  evaluating the effectiveness and accuracy of subtitles used in Turkish or English films, video clips or documentaries, finding examples of meaning ‘lost in translation’ such as The Water Diviner – Son Umut (Su Cengaveri)

• 4

  identifying and explaining cultural references in media texts such as letters to the editor or opinion pieces on issues related to traditional or contemporary Turkish culture, for example, Bir elin nesi var iki elin sesi var.

• 5

  discussing the use of Avustralya Türkçesi among people in different contexts, for example, the use of words such as ‘yep’, ‘mate’, ‘you know’ within sentences in Turkish

• 6

  evaluating the effectiveness of resources used to assist translation, such as bilingual and monolingual dictionaries, electronic translators and style guides such as İmlâ Kılavuzu

• 7

  comparing their translations of short literary texts such as folktales Keloğlan, Karagöz ve Hacıvat and Nasrettin Hoca; riddles or folk songs such as türkü and mani; and discussing the adjustments needed to retain meaning from Turkish to English

• 8

  exploring how the use of rhythm, rhyme, imagery and metaphor in texts such as şiirler, maniler, türküler, tasavvuf müziği, can create effects that reflect cultural traditions and values

• 9 comparing how concepts such as sadness, joy or regret are conveyed in music, art, drama and poetry across languages and cultures, for example, by comparing the lyrics of popular songs in Turkish and English
• 10

  analysing humorous texts, such as Hababam Sınıfı, Temel fıkraları, Nasreddin Hoca Fıkraları, karikatürler, identifying techniques used to engage and amuse the audience, and considering whether the humour would still hold if translated into English

• 11

  translating Turkish idioms and proverbs that contain cultural elements and references such as Ateş olmayan yerden duman çıkmaz. Bir fincan kahvenin kırk yıl hatırı vardır.Üzüm üzüme baka baka kararır. Ayağına kına yakmak, saman altından su yürütmek, discussing how their meaning can be conveyed in English

• 12 discussing the nature of translation with reference to strategies such as decoding literal meaning (word-for-word), reading for meaning (sense-for-sense) and cultural reading (reading between the lines)
• 13

  analysing the language used in texts associated with historical, religious, national or civic events such as bir yastıkta kocayın, maşallah, nazar değmesin, Allah kabul etsin, bayramınız mübarek olsun, sıhhatler olsun, kolay gelsin, and discussing the relationship between language, culture and experience, as in kına yakmak, kız isteme ve sünnet töreni

Related Achievement Standards