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Elaboration (1) ACLFWC161

investigating and discussing, as culturally appropriate, the meaning of personal, family and other names and their significance as markers of identity

Elaboration (2) ACLFWC161

working with Elders to map community-wide links between families according to known kin links

Elaboration (3) ACLFWC161

designing visual representations, such as concept maps, posters or captioned slide presentations, of their group memberships, for example, friendship, family, sporting, interest and community groups, moieties, and discussing what such membership means …

Elaboration (4) ACLFWC161

creating a profile to capture their sense of personal identity, for example, through an avatar or montage, using key words and expressions and commenting on the significance of particular events, influences or interactions

Elaboration (5) ACLFWC161

considering how their individual upbringing and experiences impact on their assumptions/attitudes when participating in intercultural interactions, for example, in relation to notions of leisure/free time or family and community responsibilities

Elaboration (6) ACLFWC161

talking about ways local Aboriginal and Torres Strait Islander communities express elements of their shared identity, for example, through behaviours associated with sporting teams, distinctions between coastal versus inland communities, through community …

Elaboration (7) ACLFWC161

noticing and comparing their use of words or expressions from different languages when communicating in English and discussing how this relates to their sense of identity

Elaboration (8) ACLFWC161

monitoring their development as learners of the language, for example, by recording learning experiences, reflections in blogs, learning logs or journals

Elaboration (9) ACLFWC161

identifying markers of identity that may be important across all cultures, for example, family, community, location, language, age, gender

Elaboration (10) ACLFWC161

exploring the concept of collective identity by designing an item, such as a language flag or artefact, that incorporates elements of importance to the language/community

Elaboration ACLFWC162

noticing how respect is shown to Elders in the community, through practices such as terms of address and expressions of deference, and comparing to practices associated with other languages and cultures

Elaboration (1) ACLFWC162

noticing aspects of communication and cultural expression characterised or reflected in language stories, songs, visual design, dance or audio/visual media such as IndigiTUBE, and reflecting on/comparing their individual responses to these elements

Elaboration (2) ACLFWC162

comparing their own and each other’s reflections on the experience of participating in and learning the language, and considering whether their attitudes or understandings have in some respects changed through the experience

Elaboration (3) ACLFWC162

comparing observations about how interactions in the language feel different to interactions in English and other known languages, identifying different ways of socialising or communicating that seem to be culture-specific