AC9LT10U04 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.

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

• 1 discussing whether being bilingual or multilingual contributes to a more flexible sense of identity in ways that involve culture as well as language
• 2 exploring how ways of thinking, communicating and behaving reflect identity, for example, by noticing when they identify with more than one cultural identity, and how these shifts vary according to context and situation
• 3 identifying protocols associated with the use of language, body language and gestures when using Turkish which are different from those used by people from other language backgrounds, for example, waiting until the eldest person starts to eat or waiting until guests sit down before sitting down yourself
• 4 reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations’ Australian, to present in Turkish to a group of Turkish-speaking visitors at a school assembly
• 5

  tracking variations in language use among different community or social groups, identifying how they reflect cultural values, hierarchies or relationships, for example, referring to anyone older than you as uncle amca or older brother ağabey and aunt teyze or older sister abla

• 6 exploring how the use of Turkish language and the representation of Turkish culture in different media have changed over time, for example, comparing old Turkish films and commercials in historical and traditional settings with contemporary films or news channels
• 7

  identifying differences in interaction patterns, forms of expression and cultural representation that suggest shifts in cultural values and practices, for example, nesiller arası ilişkiler, kuşak çatışması, kadın-erkek eşitliği, sınıf ayrımı

• 8

  identifying changes to language that reflect changes in social relationships and community attitudes, for example, the use of the word eş, Müdüre Hanım to reflect women’s rights, and engelli instead of özürlü, which reflects changing attitudes towards people with disability

• 9 identifying how political leaders and language policies can change or promote values and beliefs, for example, the change of Turkish script first to Arabic during the Ottoman period under the leadership of the sultans and then to modern Turkish script under the leadership of Atatürk
• 10

  analysing cultural concepts reflected in the Turkish language, such as saygı, sevgi, mecburiyet, sorumluluk, görev, dürüstlük, and discussing whether they can be expressed in English

• 11

  identifying traditional Turkish values and cultural references such as Türk misafirperverliği in everyday language, for example, Rica ederim. Başka bir arzunuz var mı? Başımızın üstünde yeriniz var. Ne zahmeti canım! Yine bekleriz!

• 12

  identifying terms associated with elements of Turkish culture and lifestyle, such as aile hayatı, batıl inanç, yemek kültürü, yayla ve Türk düğünü, discussing how they exemplify Turkish values, traditions and changes over time, and how they might be understood by non-Turkish speakers

• 13

  identifying perspectives or values reflected in Turkish song lyrics, poems, expressions and idioms, such as Kırk fırın ekmek yemen lazım. Gel kim olursan ol gel. Saçlarımı süpürge ettim. Tanrı misafiri, misafir odası and comparing them with values expressed in similar text types in Australian English

Related Achievement Standards