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Elaboration (8) ACLHIC115

using digital resources to create imaginary characters and situations associated with school or home contexts to entertain younger learners

Elaboration ACLHIC117

creating texts such as blogs or posts on online forums that draw on their personal bilingual resources to explore the dynamic nature of intercultural experience

Elaboration ACLINC094

creating bilingual resources for language learning, such as glossaries or a personal English–Indonesian dictionary with examples and explanations of language use

Elaboration ACLITC005

participating in shared reading with the teacher, using contextual and visual clues such as illustrations in resources such as big books or digital books to decipher meaning

Elaboration ACLITC022

writing a shopping list based on resources such as online supermarket catalogues, and doing the shopping in a real or simulated situation

Elaboration ACLITC067

creating bilingual resources such as glossaries, signage, recipes, children’s stories, factual reports, timelines or brochures, both individually and collaboratively

Elaboration (3) ACLJAC007

creating imaginative stories using a variety of resources and modes of presentation such as video clips or digital photo montages

Elaboration (3) ACLJAC009

creating bilingual menus, signs or brochures for the school or local community, such as information about caring for the environment or school resources

Elaboration (2) ACLKOC197

creating and acting out imaginary characters in contexts that involve possible intercultural circumstances, drawing on resources such as news reports or feature articles

Elaboration (1) ACLMGC107

contributing to classroom resources that involve naming, labelling and illustrating, using digital technologies, for example, a favourite photos wall, a word wall

Elaboration (1) ACLMGU119

understanding that traditional cultures reflect conditions and resources in particular environments and contribute to the sustainability of communities

Elaboration ACLMGC009

creating bilingual resources for language learning, such as word banks or a personal Greek–English dictionary, with examples and explanations of language use

Elaboration (3) ACLSPU195

observing that many Spanish speakers are multilingual and regularly shift between languages to achieve different purposes and to draw on additional communicative resources

Elaboration (1) ACLSPC009

creating bilingual resources for their own use in the classroom, such as word banks, personal Spanish–English dictionaries, and glossaries to explain common idioms

Elaboration (2) ACLSPU015

observing that many Spanish speakers are multilingual and regularly shift between languages to achieve different purposes and to draw on additional communicative resources

Elaboration (1) ACLTUC087

engaging in shared planning, creating and negotiating, for example, designing displays or resources, such as timelines, schedules, posters or appeals for a fundraiser

Elaboration (2) ACLVIC114

creating bilingual resources such as illustrated Vietnamese–English and English–Vietnamese wall charts or online flashcards for classroom use

Elaboration ACLVIC131

creating bilingual resources for use in the classroom or school, for example, digital picture dictionaries and word lists, glossaries, or signs for the school environment

Elaboration (1) ACLVIC148

making and using bilingual resources for language learning, such as glossaries or personal Vietnamese–English and English–Vietnamese print and digital dictionaries

Elaboration ACLVIC009