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Elaboration (1) ACLVIC131

creating simple Vietnamese captions to accompany storybooks in English, such as Chú sâu đói bụng (The Very Hungry Caterpillar), and reading them to younger students

Elaboration (2) ACLVIC131

alternating between Vietnamese and English versions of games such as Mấy giờ rồi ông sói ơi?/What Time is it, Mr Wolf? and Oẳn tù tì, ra cái gì, ra cái này/Rock, Paper, Scissors

Elaboration (3) ACLVIC131

creating hand-made or digital greeting cards in both Vietnamese and English for different celebrations and traditions

comparing their interactions in Vietnamese and English, noticing different behaviours and language used, for example, using appropriate personal pronouns and adding the sound ơi after the names of family members and friends to attract the person’s attention …

Elaboration (1) ACLVIC132

describing elements of Vietnamese language that are different to English, including pronunciation, gestures and facial expressions, and sharing what they find difficult or awkward when using each language

Elaboration ACLVIC133

discussing the groups they belong to, including their family and Vietnamese cultural and language groups, and reflecting on how membership of these groups affects their own sense of identity

Elaboration (1) ACLVIC133

creating texts that express their identity, including as a member of different cultural and/or language groups, for example, their name in English and/or Vietnamese, their age in Vietnam and Australia (Mai lên chín, tuổi ta. Mai mới tám tuổi tây)

Elaboration (2) ACLVIC133

mapping their personal profile by creating a chart, timeline or web document to highlight significant experiences or events, for example, marking an event when they identified as Vietnamese, such as Lunar New Year (Tết Nguyên đán)

Elaboration ACLVIU134

identifying similarities and differences between Vietnamese and English pronunciation, and adapting learnt spelling strategies from one language to the other

Elaboration (1) ACLVIU134

exploring the Vietnamese sound system and making connections between letters, sounds and tone markers in words, for example, adding or changing tone markers to form new words (co, cò, có, cỏ, cọ)

Elaboration (2) ACLVIU134

recognising common Vietnamese sounds in words, for example, nguyên âm đôi, and using spelling strategies to identify and produce words that have the same sounds, for example, ao: áo, táo, vào and ơi: chơi, với, tới

Elaboration (3) ACLVIU134

analysing sounds such as diphthongs and triphthongs (nguyên âm đôi và nguyên âm ba) and rhyming patterns (vần điệu) when listening to Vietnamese songs, and grouping words according to their pronunciation and sounds, for example, uơi: cười, tươi, người …

Elaboration (2) ACLVIU136

comparing features of simple spoken and written texts in Vietnamese, such as a verbal greeting or a handwritten postcard, and comparing these with similar texts in English, noting, for example, the format used to write the date and address and different …

Elaboration ACLVIU137

identifying how language choices reflect politeness and respect, for example, Vietnamese children greet their grandparents by saying Cháu chào ông bà ạ, not Tôi chào ông bà

Elaboration (3) ACLVIU137

exploring the diversity of Vietnamese nouns, pronouns and adjectives that are used to express gender and age, for example, anh/chị, đàn ông/đàn bà, con gái/con trai, gà trống/gà mái, chó đực/chó cái, heo con, bê

Elaboration ACLVIU138

exploring the influence of English on informal language used in daily interactions by Vietnamese people in Australia, for example, đi ‘shop’, xem ‘TV’, nghe ‘radio’, dùng ‘internet’ and the use of terms such as ‘OK’, ‘hello’ and ‘shopping’

Elaboration (1) ACLVIU138

recognising that many Vietnamese words are derived from other languages, including French (ba lê/‘ballet’, cà phê/‘café’), English (internet, căn-tin/‘canteen’) and Chinese (phụ huynh, tổ quốc)

Elaboration (3) ACLVIU138

reflecting on changes in language practices in modern Vietnamese, and making comparisons with traditional Vietnamese, for example, sử ký and lịch sử, thầy u and ba mẹ, sư phụ and thầy cô

Elaboration ACLVIU139

discussing cultural similarities and differences between ways of interacting with different people, such as peers, family members or teachers, in Vietnamese- and English-speaking contexts

Elaboration (1) ACLVIU139

recognising the interconnections between cultural practices and language use in Vietnamese and demonstrating cultural awareness when using Vietnamese, for example, using Dạ, thưa to indicate politeness, or adding ông, bà, thầy, cô, … before Vietnamese …

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