AC9LT8C04 – Year 7 Languages: Mediating meaning in and between languages
This Content Descriptor from Year 7 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.
Content Descriptor
Elaborations
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paraphrasing words or expressions that require cultural knowledge of events or personal celebrations, such as kına gecesi, noting the dangers of literal translation, for example, Çay, kahve alır mısın? Instead of Çay, kahve içer misin?
- • identifying language associated with cultural categories such as family life, clothing or superstitions when translating short texts from Turkish into English, noticing when expressions require explanation as well as translation
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translating short excerpts of folktales, stories, songs or plays into English, demonstrating how some cultural elements cannot be translated literally, for example, the opening rhymes of fairy tales such as Bir varmış, bir yokmuş. Evvel zaman içinde, kalbur saman içinde, pireler berber, develer tellâl iken ben anamın beşiğini tıngır mıngır sallar iken… or the closing of stories such as Gökten üç elma düşmüş, biri masalı anlatana, biri dinleyene, biri de bütün iyi insanlara.
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comparing versions of fairy tales such as Snow White, Little Red Riding Hood and Cinderella in Turkish, noticing challenges related to the use of tenses such as miş’li Geçmiş Zaman, to vocabulary equivalence and to the translation of cultural elements
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noticing variations in language use according to context and relationship, for example, by identifying differences in exchanges in English such as, “Apologies for any inconvenience caused”, “Not at all”, “Sorry mate”, “No worries” and in Turkish, Kusurumuza bakmayın lütfen. Çok özür dilerim anneciğim. Rica ederim. Lafı mı olur? Ne olur affedin beni!
- • comparing their own translations of short texts with those of their classmates, then comparing both to versions produced by bilingual print or digital dictionaries, discussing reasons for variations and discrepancies
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recognising features of language used in different texts which identify the intended purpose and audience, for example, Beğenmiyorum. Hiç beğenmedim. Bu hoşuma gitti. Tam bana göre!
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considering why some topics of conversation such as duygular, saygı göstermek may be approached differently in Turkish and English, and adjusting language appropriately
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identifying and interpreting examples of colloquialisms, slang and idioms typically used by young people, such as fırça çekmek, tuzlu, kafa ütülemek, boş yapmak sallamak
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analysing how Turkish proverbs and idioms are used differently in different text types and modes of delivery, for example, fıkralar, hikayeler, mektuplar or resmi konuşmalar
- • interpreting language samples that show how people vary their language based on their relationships with others, different situations, social status and cultural backgrounds, for example, language used by teachers to students, students to students, politicians’ speeches to electorate
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recognising features of language used in different texts which identify intended purpose and audience, for example, Beğenmiyorum. Hiç beğenmedim. Bu hoşuma gitti. Tam bana göre!
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identifying expressions, words and phrases in Turkish children’s songs, poems and storybooks which have no direct English equivalents, for example, from the stories of Hacıvat ve Karagöz, the words sadaka and mirasyedi; from Dilenci Hacıvat, the phrase avucunu yalamak; from Parayı Kim Buldu? The expression Ellerin dert görmesin