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Elaboration (3) ACLFWC138

creating bilingual resources for classroom learning activities, such as sets of word cards for matching games

Elaboration ACLFWU150

understanding that language is communally owned and therefore owners must be consulted regarding any use of it, including learning it in school

Elaboration (8) ACLFWU163

learning that very similar languages may have different spelling systems, and how this may mask similarities of their sound systems

Elaboration (1) ACLFWC175

creating displays, presentations or performances for family, friends or the school community to showcase progress in learning and using the language

Elaboration (3) ACLFWC175

planning and participating in learning experiences that combine linguistic and cultural elements, such as an excursion to an art exhibition or performance, sharing responses and reactions

Elaboration ACLFWC182

creating shared bilingual learning resources, such as print or digital word banks or glossaries of expressions used in everyday interactions in the language and in English

Elaboration (1) ACLFWC182

creating bilingual learning resources for younger learners, for example, children’s stories and games

Elaboration ACLFWU192

using culturally appropriate protocols when engaging with and learning from Aboriginal and Torres Strait Islander peoples and communities

Elaboration (5) ACLFWU141

learning that writing systems represent sounds and meanings, and becoming familiar with how the alphabet associates individual sounds/ a range of sounds with particular letters/ combinations of letters

Elaboration (7) ACLFWU141

learning the conventions associated with the written form of the language, such as spaces between words, direction of writing and page layout, and comparing these with written forms of English and other known languages

Elaboration (1) ACLFWC152

sharing and reflecting on learning experiences, such as visits, meetings, school and community activities with class members, using gestures, illustrations and graphics to support commentary

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 (2) ACLFWU169

learning about the current language situation in the language: its state of health, the nature of the speech community and generational differences, and discussing reasons for these characteristics

Elaboration (1) ACLFWC184

reflecting on how learning the language provides a distinctive means of understanding the Country/Place, including the relationship between land, the environment and people, and issues of discrimination and reconciliation

Elaboration (6) ACLFWC133

learning to read Country/Place with Elders’ guidance by looking for signs such as animal tracks and fruit fall, migratory birds, turtle tracks, animal behaviour, fresh diggings around a lair, appearance of whales

Elaboration (4) ACLFWU172

learning about language building efforts in their community and the role of particular groups in this process, for example, by visiting the local language centre, history museum or by inviting people involved in the process to talk to the class

Elaboration ACLFWC184

reflecting and reporting on how learning the language provides insights into the relationship between language and culture in general, and how their own assumptions about ways of knowing and being may change through the experience

Elaboration (2) ACLFWC184

keeping a journal of memorable experiences (humorous, satisfying or challenging) associated with learning and using the language in various contexts, noting personal responses and reflections over time and insights gained

Elaboration (4) ACLFWC175

designing posters, displays and digital presentations to draw attention to issues relevant to the Country/Place, such as reinstating names of places and features, protection of significant trees and landmarks, endangered wildlife, erosion, urban development, …

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