AC9LT8EU04 Year 7 Languages

AC9LT8EU04 – Year 7 Languages: Understanding the interrelationship of language and culture

Strand

Understanding language and culture

Substrand

Understanding the interrelationship of language and culture

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

recognise how identity is shaped by language(s), culture(s), attitudes, beliefs and values

Elaborations

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recognising that language is used differently to reflect levels of politeness and formality, for example, the use of the pronoun siz instead of sen and the second plural indicator -iz, and the use of professional titles or honorifics with elders and strangers, instead of their names, Seren Teyze/Seren Hanım gelir misiniz lütfen? compared with Mustafa gelir misin lütfen? Melek gelsene! Hale buraya gel! Doktor Hanım, Müdür Bey
•
discussing how values, such as politeness, affection or respect, are conveyed in Turkish, for example, by comparing interactions in their family with interactions they observe in non-Turkish-speaking families, for example, the use of terms of affection, such as güzelim, hayatım, kuzum, canım, or terms of politeness such as lütfen, rica ederim
• explaining protocols associated with the use of body language and gestures that reflect cultural values or traditions in Turkish-speaking interactions, such as kissing hands, standing up to greet or farewell, avoiding crossing of the legs or placing hands in pockets, to show respect
• examining, in Turkish or English, how First Nations Australians’ languages have strong connections to Country/Place and how these can be compared with language variation across Turkish-speaking communities
• investigating the influence of different languages on Turkish through different periods, such as the influence of Persian and Arabic after the adoption of the religion of Islam, and of French during the 19th century following reforms in the Ottoman Empire
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understanding reasons for historical developments and reforms in relation to the Turkish language such as changes implemented under the leadership of Atatürk, for example, changing the script from the Arabic to the Latin alphabet in 1928
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understanding that Turkish culture and language constantly change due to contact with other cultures and languages and in response to developments in communications, popular culture and technology, for example, through the adoption and adaptation of new words and expressions, such as e-posta, yazıcı, tarayıcı, genel ağ, fare, tıklamak, sanal âlemde gezmek, sanal gerçek

Show 5 more elaborations

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discussing how values, such as politeness, affection or respect are conveyed in Turkish, for example, terms of affection such as Ayşeciğim, tatlım, kuzum, canım, or terms of politeness, such as lütfen, rica ederim
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understanding the use of set phrases related to cultural and religious customs such as nazar değmesin, çok yaşa, afiyet olsun.
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discussing different ways of celebrating national or religious festivals by the cultures represented in the class and the values that underpin them, Ramazan Bayrami, 30 Ağustos Zafer Bayramı.
• listening to songs and acknowledging how aspects of language, culture, attitudes, beliefs and values are represented
• researching how cultural expectations for travellers vary between Türkiye and Australia

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 7 ASLANTUR7_10Y78

Year 7 Languages Achievement Standard

By the end of Year 8, students use Turkish language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. They recognise relationships between spoken and written forms. They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning. They respond in Turkish or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language and modelled sentence and grammatical structures to create texts. Students approximate pronunciation and intonation in spoken Turkish. They demonstrate understanding that Turkish has conventions and rules for non-verbal, spoken and written communication. They comment on aspects of Turkish and English language structures and features, using metalanguage. They demonstrate awareness that the Turkish language is connected with culture and identity, and that this connection is reflected in their own language(s), culture(s) and identity.