AC9LT6U04 Year 5 Languages

This Content Descriptor from Year 5 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.

recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal, spoken and written communication

Elaborations

• 1

  understanding that the use of honorifics such as Ali ağabey (Abi), Fatma abla, Mehmet amca, Mustafa dayı, Ahmet bey, Nazmiye hanım can be varied when speaking to an older person who is less familiar, depending on their age and degree of closeness

• 2

  identifying adjustments, they make when moving between Turkish and English at school and at home, such as using different forms of address to show respect or affection, for example, in Turkish classrooms, teachers are addressed as öğretmenim/hocam whereas in English classrooms, teachers are called by their title and last names, and discussing why these adjustments are necessary

• 3 reflecting on how interacting in Turkish feels different from interacting in English and identifying elements that feel culturally specific
• 4 exploring, in Turkish or English, how language and culture are expressed through First Nations Australians’ song, dance or artworks, considering similarities and differences within an aspect of the cultural expressions of Turkish-speaking people or communities
• 5 understanding that people interpret and respond to intercultural experiences in different ways depending on their own cultural perspectives, recognising the validity of different perspectives and questioning notions of ‘right’ or ‘wrong’ ideas or behaviours
• 6

  noticing ways in which the Turkish language reflects values and traditions of Turkish communities, for example, Nazar değmesin! Güle güle kullanın!

• 7

  comparing superstitions across cultures, for example, Yerde uzanan çocukların üzerinden atlama. Geceleyin tırnak kesilmez. tahtaya vurmak, yıldız kayarken dilek tutmak compared with ‘breaking a mirror will bring you 7 years of bad luck’, researching their origins and considering their relevance today

• 8 considering how Turkish interactions such as mealtimes reflect cultural practices and values associated with family life, food and social relationships, for example, greetings, mealtimes, table manners
• 9 identifying examples of values and traditions that may not be familiar to members of other language communities, for example, ways of addressing people, behaviour and interactions around mealtimes
• 10 understanding the cultural significance of features of types of texts such as anonymous or Anatolian stories in the lyrics of türkü, the use of oaths in Andımız, characterisation in Turkish Nasrettin Hoca ve diğer fıkralar, Karagöz ve Hacıvat gölge/kukla oyunu and masallar, the use of deyimler ve atasözleri in destanlar
• 11 exploring the meaning of ‘culture’, how it involves visible elements, such as ways of dressing, eating and dancing, and less visible elements, such as ways of thinking and valuing

Related Achievement Standards