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Elaboration (1) ACLJAC181

exchanging ideas with peers or online Japanese-speaking contacts, presenting and expressing personal views on contemporary issues such as environmental sustainability, education or youth culture, considering the relationship between culture and context, …

Elaboration (2) ACLJAC184

comparing and evaluating perspectives and intentions reflected in texts such as public information notices or street signs in Japanese and Australian contexts, identifying words, expressions or images that suggest cultural similarities or differences

Elaboration (6) ACLJAC184

analysing key perspectives or themes reflected in interview data collected from Japanese speakers discussing roles and responsibilities in home, school and community contexts, and comparing with their own views on the topics

Elaboration ACLJAC185

creating a personal profile or résumé for a real or imagined part-time job, including basic information such as age, experience, interests and skills, for example, 人と話(はな)すことが好きです。一年間(ねんかん)、スーパーではたらきました。しゃしんにきょうみがあります。

Elaboration (1) ACLJAC187

composing and performing poems, songs, monologues or dialogues that reflect cultural values and personal experiences

Elaboration (3) ACLJAC187

creating a digital persona or avatar that combines elements of observed Japanese styles of communication with their usual ways of self-expression in their home-culture environment

Elaboration (2) ACLJAC190

reflecting on how additional language experience supports and enhances first-language understanding and capabilities, for example, by identifying Japanese expressions, behaviours or attitudes that might enrich their own perspectives

Elaboration ACLJAU198

providing examples of exchanges in Japanese that require cultural as well as literal interpretation, such as responses that deflect personal considerations (for example, replying positively to the enquiry お元気(げんき)ですか), or strategies to preserve values …

Elaboration (2) ACLJAC001

exchanging personal details with Japanese-speaking peers via online or virtual forums, for example, providing name, age, school, and language(s) spoken at home

Elaboration (4) ACLJAC001

describing aspects of their personal worlds, for example, friends, family, pets, teachers, school and interests, using expressions such as noun は　adjective　です。わたしの　ともだちは　おもしろい　です。

Elaboration ACLJAC005

creating and presenting a profile of a well-known Japanese or Australian person, including details, for example, とし、かぞく、 and 好(す)きなこと such as 食(た)べもの、スポーツ、かもく、どうぶつ

Elaboration (2) ACLJAC005

reporting on events and activities in their immediate environment or personal worlds, such as through a personal blog, digital post, formal speech, diagrams, charts or illustrated schedules, for example, きのう　サッカーの　しあい　でした。わたしの　がっこうの　チームは　かちました。

Elaboration ACLJAC009

creating written or digital bilingual resources to support their language learning, such as captions for photo stories or displays, glossaries or personal Japanese–English dictionaries, with examples and explanations of terms or expressions that have …

Elaboration (2) ACLJAC010

reflecting on aspects of the experience of using Japanese that highlight intercultural differences relating to social and communicative behaviours, for example, the use of personal space and body language, and ways of accepting or refusing an offer

Elaboration (4) ACLJAC010

developing language for expressing personal reactions to and feelings about intercultural experience, for example, いいですね。あれ？へえすごい！びっくりした！すみません。

Elaboration (2) ACLJAC011

preparing a digital class profile to exchange with Japanese-speaking students, showing the cultural backgrounds, interests and personalities of each class member using images, captions and symbols

Elaboration (3) ACLJAC011

creating a print or digital personal ‘cultural ID profile’ to exchange with Japanese-speaking peers, making decisions about what points of information will be of most interest, for example, by creating a family tree with associated links to cultural connections, …

Elaboration (17) ACLJAU014

building vocabulary that relates to familiar environments such as the classroom, family and personal world and that can be used for cross-curricular content learning

Elaboration (3) ACLJAC022

identifying variations in spoken and written informative and persuasive texts, for example, print, television and online advertisements, noticing differences in language according to intended audience

Elaboration ACLJAC023

collecting and organising information to report significant events in their personal worlds, such as family celebrations, travel or personal milestones, to classmates, parents or peers, using formats such as schedules, timetables, graphs, tables or s …

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