AC9LT10EC05 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.

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

Elaborations

• 1 recording, transcribing and translating short conversations between friends or family members from English into Turkish, and vice versa
• 2

  translating or glossing words, symbols or expressions commonly used in emails and text messages, such as slm (Selam), mrb (merhaba), kib (kendine iyi bak), inş (inşallah)

• 3 comparing their translated versions of news headlines or popular advertisements, discussing perceived differences in focus or emphasis between Turkish and English
• 4

  interpreting the significance of Turkish terms or phrases used on formal occasions, such as weddings, school speech days or religious occasions, for example, Saygıdeğer misafirler ve sevgili çocuklar, Allah bir yastıkta kocatsın, darısı başına, Allah kabul etsin, and explaining cultural connotations that are unfamiliar when translated directly into English

• 5 considering why one language may use more words than another to communicate a particular meaning
• 6

  comparing wordings of texts such as public signs or community announcements which reflect cultural expectations or priorities, for example, Çimlere basmayınız! Veresiyemiz yoktur! Tuvalet ücreti .... TL. Buraya çöp atmak yasaktır. Bu fırsat kaçmaz!

• 7

  explaining the significance of single Turkish words that reflect complex cultural concepts that are difficult to translate, such as örf ve adetler, mecburiyet, sorumluluk, görev, comparing with expressions in Australian English that are similarly difficult to translate, such as mateship or 'the bush'

• 8

  analysing the use of appropriate language in different contexts and situations, for example, using rica ederim. Başka bir arzunuz var mı? at a shop or restaurant as opposed to başımızın üstünde yeriniz var, ne zahmeti canım!

• 9 using prior knowledge to mediate meaning of unfamiliar content, for example, recognising terms associated with time or place in airport announcements, or ‘reading’ images as well as written text in advertisements
• 10 providing examples of interactions that ‘work’ better in Turkish than in English, and discussing why this might be the case, for example, talking to their grandparents, participating in cultural events, joking between themselves

Related Achievement Standards