Elaboration (1) ACLVIC183

explaining how cultural assumptions influence meaning, for example, the action of hugging as an indication of friendliness in English-speaking contexts versus gender intimacy in Vietnamese-speaking contexts

Elaboration (1) | ACLVIC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIU118

Understand some first elements of Vietnamese grammar, such as personal pronouns, frequently used nouns, adjectives, verbs and prepositions, and basic rules of word order in simple sentences[Key concepts: syntax, vocabulary; Key process: recognising]

Elaborations ScOT Terms

ACLVIU118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC143

Locate, classify and compare information relating to personal, social and natural worlds from a range of spoken, written, digital and visual texts[Key concepts: place, media, private and public world; Key processes: listening, reading, viewing, locating, …

Elaborations ScOT Terms

ACLVIC143 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIU139

Make connections between cultural practices and language use, such as culture-specific terms or expressions in Vietnamese and English[Key concepts: behaviours, practices; Key processes: identifying, making connections]

Elaborations ScOT Terms

ACLVIU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIU172

Explore the impact on language of social, cultural and intercultural influences such as globalisation and new technologies[Key concepts: globalisation, technology; Key processes: exploring, researching, explaining]

Elaborations ScOT Terms

ACLVIU172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC181

Translate and interpret texts for different audiences and contexts, and explore how cultural concepts, values and beliefs are represented differently in Vietnamese and English[Key concepts: sensitivity, empathy; Key processes: analysing, interpreting …

Elaborations ScOT Terms

ACLVIC181 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC182

Create bilingual texts in multimodal forms, including digital, that reflect aspects of culture and language for a variety of Vietnamese and Australian audiences[Key concepts: cultural literacy, interconnection; Key processes: judging adequacy, translating, …

Elaborations ScOT Terms

ACLVIC182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIC184

Reflect on own cultural identity and how it is both shaped by and influences ways of communicating, thinking and behaving[Key concepts: perception, identity, communication; Key processes: discussing, evaluating, reflecting]

Elaborations ScOT Terms

ACLVIC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

ACLVIU188

Analyse and explain how and why language use varies according to cultural contexts, relationships and purposes[Key concepts: register, variation based on audience, context and purpose; Key processes: analysing, explaining]

Elaborations ScOT Terms

ACLVIU188 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration ACLVIC114

creating bilingual identity cards that contain personal information, for example, Đây là tôi. Tôi có mắt màu đen. Tôi có tóc ngắn/‘This is me. I have brown eyes. I have short hair’

Elaboration | ACLVIC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (1) ACLVIU120

noticing how language varies according to the relationship between the speakers and the context of communication, for example, the influence of relationships on the choice of personal pronouns (con chào mẹ, cháu chào ông bà, em chào cô, em chào anh)

Elaboration (1) | ACLVIU120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration ACLVIC123

sharing personal information and asking questions to initiate conversations, for example, Tôi tuổi con mèo. Bạn tuổi con gì? Gia đình tôi có năm người. Còn gia đình bạn có mấy người?

Elaboration | ACLVIC123 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLVIU137

making adjustments to language use when interacting with family and friends, for example, using personal pronouns that relate to a person’s position in the family or to family relationships (chị/cô/bà, anh/ông, anh Hai, chị Ba, cô Tư …)

Elaboration (2) | ACLVIU137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration ACLVIC157

initiating conversations, including face-to-face and online conversations, by asking peers about personal interests, for example, Lúc rảnh rỗi bạn thích làm gì? Bạn thích ăn mặc thế nào khi đi chơi?

Elaboration | ACLVIC157 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLVIU187

identifying appropriate salutations, depending on personal relationship or social ranking, in specific text types such as emails, speeches or interviews, for example, Kính thưa … /Thưa … , …thân mến/thương mến, kính chào/chào …

Elaboration (2) | ACLVIU187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (1) ACLVIC116

identifying themselves as belonging to a particular cultural and/or language group, for example, ‘my Vietnamese class’, ‘my Vietnamese school’ and ‘my community’, or ‘I speak Vietnamese’ (Tôi biết tiếng Việt)

Elaboration (1) | ACLVIC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLVIU139

identifying traditional cultural practices and related language use that supports the sustainable consumption of resources, for example, cất những túi nhựa đi chợ để dùng lại

Elaboration (2) | ACLVIU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (3) ACLVIU139

recognising both the literal and cultural meanings of Vietnamese names and understanding Vietnamese naming traditions, for example, that Vietnamese people traditionally list their family name first, then their middle name, and their first (given) name …

Elaboration (3) | ACLVIU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (4) ACLVIU139

exploring how language carries cultural ideas, such as Tết Nguyên đán, Tết Trung thu, đám giỗ, thôi nôi, đầy tháng

Elaboration (4) | ACLVIU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum

Elaboration (2) ACLVIC147

translating words and expressions in familiar texts, including multimodal and digital texts, such as greeting cards, menus, road signs or story titles, and considering how meaning may be interpreted from a different cultural perspective

Elaboration (2) | ACLVIC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Vietnamese | Languages | F-10 curriculum