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Elaboration (1) ACLHIC100

comparing examples of interactions which feel more natural in Hindi than they do in English or vice versa, noticing the contexts of those interactions, the people they are communicating with and the kinds of topics being discussed

Elaboration (2) ACLHIC100

identifying instances when using both Hindi and English in the same interaction makes for easier communication, for example, when using English technical terms such as लाइट जला दो

Elaboration (3) ACLHIC100

identifying behaviours that may be similar or dissimilar when communicating in Hindi and in English, for example, when using direct or indirect questions, interruptions, silence, turn-taking

Elaboration (4) ACLHIC100

monitoring their use of Hindi and English in different areas of their lives, for example, by keeping a record of what they use each language for over a particular day

Elaboration (5) ACLHIC100

reflecting on the nature of culture and its relationship with language with reference to Hindi, English and other languages they know, for example, by identifying words, phrases or behaviours that carry cultural information or reflect cultural values

Elaboration ACLHIC101

discussing what identity is and how their own sense of identity is influenced by their experience of living in a multicultural society and of identifying with particular language communities

Elaboration (1) ACLHIC101

considering how their sense of identity changes over time, taking into account changes in language use at home, in school and in the wider community

Elaboration (2) ACLHIC101

discussing whether their relationships with people of different generations, gender and language backgrounds influence their ways of communicating

Elaboration (3) ACLHIC101

reflecting on how their own perspectives and ways of communicating may be perceived by others, for example, in relation to language choice or code-switching and to behaviours that may be perceived as ‘cultural’

Elaboration (4) ACLHIC101

exploring how using different languages to make meaning and drawing from varied cultural resources affects how they think, behave and communicate

Elaboration (5) ACLHIC101

discussing whether being bilingual and bicultural affects their sense of identity in ways that involve culture as well as language

Elaboration ACLHIU102

building phonic awareness by recognising and experimenting with sounds and focusing on those that are new and initially difficult, for example, त, थ, ग, घ, ट, द, ध।

Elaboration (1) ACLHIU102

learning how the Hindi sound system is conventionally represented in the Devanagari sound system by the use of 13 letters classified as vowels (अ-अः) and 33 consonants (क-ह and ड़-ढ़)

Elaboration (2) ACLHIU102

recognising that a line on the top joins letters to make words in addition to leaving spaces between words बस, घर। अब घर चल।

Elaboration (3) ACLHIU102

recognising the matra form of vowels, such as ि, ी, and distinguishing long and short vowel sounds such as ि, ी

Elaboration (4) ACLHIU102

identifying and practising pronunciation of vowel sounds in conjunction with consonants कइ/कि, कई/की

Elaboration (5) ACLHIU102

understanding the formation of conjunct consonants such as क्ष, त्र, ज्ञ

Elaboration (6) ACLHIU102

imitating discrimination of unaspirated and aspirated sounds such as क-ख, द-ध।

Elaboration (7) ACLHIU102

understanding that Hindi vowels can be pronounced with a nasal quality added to them which is represented by either a (चँद्रबिंदु) or (बिंदु) above the headstroke, for example, हाँ, मैं

Elaboration (8) ACLHIU102

learning how the under-dotted characters क़, ख़, ग़, ज़, फ़ are used to represent loan sounds in Hindi from other languages such as English, Persian, Arabic, Turkish and Portuguese

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