AC9LV10C04 Year 9 Languages

AC9LV10C04 – Year 9 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Vietnamese

Substrand

Mediating meaning in and between 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.

Content Descriptor

interpret and translate non-verbal, spoken and written interactions and texts to convey meaning and intercultural understanding in familiar and unfamiliar contexts

Elaborations

•
reading short texts and excerpts from a range of informative, personal and literary texts, identifying cultural elements and reflecting on how they are encoded differently in Vietnamese and English, for example, the use of family terms, titles and terms of address, cô, chú, anh, chị, em
•
translating written expressions associated with politeness and social behaviours in Vietnamese, for example, opening and closing of formal/informal letters with phrases such as Kính thưa giám đốc, Ba mẹ kính yêu/Bạn thân mến, Thân/Thân mến/Thương mến/Thân chào/Trân trọng kính chào, and comparing them with standard expressions in English, such as ‘Dear …’, ‘Yours sincerely/faithfully’, ‘Kind regards/Regards’
• viewing English-language films or documentaries with Vietnamese subtitles and vice versa, evaluating the effectiveness of the translations and explaining associated cultural aspects, for example, a documentary about street food
•
understanding and using common Sino-Vietnamese words appropriate to context such as for formal occasions, for example, hội phụ nữ, not hội đàn bà; viện dưỡng lão, not nhà người già
• translating a range of texts, such as advertisements, speeches, songs, and story or film extracts, and examining the appropriateness of translation for specific audiences and contexts
•
analysing and discussing similarities, differences and cultural influences in common Vietnamese and English idiomatic expressions, for example, Có chí thì nên = Where there’s a will there’s a way, Đừng trông mặt mà bắt hình dong = Don’t judge a book by its cover, đẻ bọc điều = To be born with a silver spoon in one’s mouth and Dạy con từ thuở còn thơ = Strike while the iron is hot
•
exploring diverse ways in which meaning is conveyed in Vietnamese and English, such as multiple meanings of words, for example, ‘old’ may be translated as già or cũ, ngon as ‘tasty’, ‘delicious’, ‘mouth-watering’, ‘scrumptious’ or ‘rich’, and comparing synonyms for verbs, for example, ‘running’, ‘sprinting’, ‘dashing’, ‘jogging’ and chạy nhanh, chạy vụt, chạy bộ

Show 1 more elaboration

• translating children’s stories from English into Vietnamese and vice versa, and discussing how to maintain original meaning when tailoring texts for different audiences and cultural backgrounds

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANVIEF10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students contribute to and extend interactions in Vietnamese language in increasingly unfamiliar contexts related to a wide range of interests and issues. They interpret texts by evaluating and synthesising information, ideas and perspectives. They show understanding of how features of language can be used to influence audience response. They create texts, selecting and manipulating language for a range of contexts, purposes and audiences. They apply and use complex sentences and structures to create and respond to spoken and written texts. They use a variety of tenses to sequence events and use language features to enhance meaning and cohesion. Students incorporate the features and conventions of spoken Vietnamese to extend fluency. They demonstrate understanding of the conventions of spoken and written texts and the connections between them. They apply knowledge of language structures and features to make and predict meaning. They support analysis of Vietnamese texts, using metalanguage. They reflect on their own cultural perspectives and identity, and draw on their experience of learning Vietnamese, to evaluate how this learning influences their ideas and ways of communicating.