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Elaboration (3) ACLFRC003

interacting with each other during learning activities, for example, Donne-moi le crayon. Voilà/voici…merci

Elaboration (7) ACLFRU067

continuing to build a metalanguage to describe grammatical concepts and to organise learning resources, for example, verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives

sharing ideas about the experience of learning and using French, including any perceived changes in levels of confidence, or in attitudes towards and understanding of culture and intercultural communication

Elaboration (1) ACLFRC118

using personal journals and discussions to reflect on critical incidents in the course of learning and using French, such as breakdowns or breakthroughs in communication, and discussing repair and recovery strategies and insights gained

Elaboration (2) ACLFRU126

using personal journals and group discussions to reflect on how learning French has impacted on own assumptions about French language, culture or identity

Elaboration (3) ACLFRU126

considering how the experience of learning a new language has impacted on awareness of own communicative and cultural behaviours and of how these may be interpreted by others

Elaboration (1) ACLGEC113

describing what languages they know and are learning, for example, Ich kann Englisch und Arabisch. Ich lerne Deutsch

Elaboration (4) ACLGEU012

learning to pronounce the German alphabet by singing das Alphabetlied, and using the German alphabet for spelling out names and other words

Elaboration (1) ACLGEC027

reflecting in discussions or journals on critical incidents in the course of learning and using German, for example, breakdowns or breakthroughs in communication, and discussing repair and recovery strategies and insights gained

Elaboration (2) ACLGEU034

reflecting, through personal journals and group discussions, on how learning German has impacted on own assumptions about German language, culture or identity

Elaboration (3) ACLGEU034

considering how the experience of learning a new language has impacted on their awareness of their own communicative and cultural behaviours and of how these may be interpreted by others

Elaboration (6) ACLHIU067

continuing to build metalanguage to describe grammatical concepts and to organise learning resources such as verb charts, vocabulary lists, groups of pronouns, adverbs and adjectives

Elaboration (1) ACLHIC083

reflecting on the nature of intercultural learning in school and on intercultural experience in and out of school, discussing how different domains of language use present opportunities for the development of intercultural capabilities

Elaboration (5) ACLHIC119

reflecting on intercultural learning in school and intercultural experience in and out of school, discussing how each context presents different opportunities for developing intercultural capabilities

Elaboration (6) ACLHIU121

continuing to build and expand metalanguage to describe grammatical concepts and to organise learning resources such as verb charts, vocabulary lists and groups of pronouns, adverbs and adjectives

Elaboration (2) ACLINC062

reflecting on how learning Indonesian may have impacted on own identity and understanding of the world, such as increased awareness of representations of Indonesia in the Australian media

Elaboration (2) ACLINC071

discussing language and language learning using metalanguage, for example, kata dasar, kata kerja, bentuk pasif, akronim, singkatan

Elaboration (2) ACLITU051

understanding that there are both grave, for example è and acute for example, perché accents and learning to insert these into their work electronically

Elaboration (1) ACLITC104

making and using glossary lists for different purposes and people , for example children, international students, visitors, and learning how to use print and digital dictionaries

Elaboration (11) ACLJAU122

learning to use common onomatopoeia such as ぺこぺこ and わんわん

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Cross Curriculum Priorities