AC9LT4U04 – Year 3 Languages: Understanding the interrelationship of language and culture

This Content Descriptor from Year 3 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.

Elaborations

• 1

  recognising how language varies when used to greet, apologise and show appreciation with friends, family, elders and less familiar people, for example, the use of first names only in greeting cards to friends compared to the use of honorifics to older family members or authority figures, such as teyze, amca

• 2

  noticing that languages carry cultural information, for example, identifying words or expressions in Turkish, English or other languages which only ‘work’ in that language, for example, Güle güle kullan, Afiyet olsun, Helal olsun, Ellerine sağlık

• 3

  finding examples of forms of address or expressions associated with cultural events that reflect Turkish values and traditions, for example, Dedeciğim, iyi bayramlar.Allah kabul etsin

• 4 exploring representations of information used in cultural expressions of First Nations Australians, and making connections with those of Turkish language and culture(s), for example, the different regional words used by First Nations groups to identify themselves such as Zenadth Kes,Koori, Koorie, Noongar and Nunga and comparing this with Turkish-speaking cultural groups
• 5

  noticing how values such as politeness, affection or respect are conveyed in Turkish, for example, by comparing interactions in their family and home community with interactions they observe in non-Turkish speaking families and communities, for example, yavrum, canım, bir tanem, lütfen

• 6 comparing their impressions of aspects of children’s lives in different Turkish-speaking regions as represented in video clips, television programs and stories, for example, ways of playing games, preparing and eating food, telling stories or interacting at school, home or in the community
• 7

  recognising variations in language use among different community or social groups, and 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

• 8 recognising that in each culture there are general rules about what to say and do, when, where and with whom, and that these rules differ from culture to culture
• 9 demonstrating gestures or behaviours that they feel ‘belong’ with the Turkish language and are associated with their sense of identity, comparing with other gestures or behaviours that they identify with other cultures
• 10 exploring the meaning of ‘culture’, and how it involves a range of elements unique to a person’s identity, such as dress, food, where they live, how they celebrate, and the language(s) they speak

Related Achievement Standards