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Elaboration (5) ACLASFC173

exploring ideas about identity in journal writing, for example by documenting challenges and rewards relating to second language learning and any changes in relation to their sense of identity

Elaboration (1) ACLASFC181

participating in videoconferencing exchanges with deaf children or other Auslan students from another state to compare and contrast aspects of their school and learning experiences

reflecting on their identity as ‘second language learners’ and considering whether the experience of learning an additional language/culture impacts on their aspirations, career considerations or social-networking opportunities

Elaboration ACLASFC245

reflecting on how learning Auslan provides a distinctive and additional means of understanding the world in which they live and the relationship that exists between language, culture and identity

Elaboration ACLCHC116

presenting their learning by creating pictures and labelling them to elaborate concepts, for example, 春天；中秋节

Elaboration ACLCHU124

learning about meta-terms for word types, for example, exploring what is considered a verb in English and in Chinese (for example, adjectival verbs in Chinese)

Elaboration (2) ACLCHU126

learning about etiquette in everyday social contexts, such as how to address adults, for example, 王阿姨好

Elaboration (5) ACLCHC148

collaborating with others to prepare a report for a school or community newsletter about Chinese language learning experiences or activities at day school and community school

Elaboration (4) ACLCHC177

listening to guest speakers such as ambassadors for Asian literacy or other inspirational young people who are engaged with Chinese language learning, and discussing their experiences and achievements

Elaboration (2) ACLCHC233

translating terminology from other learning areas from English into Chinese and vice versa, for example, science, mathematics and social science concepts and terms

Elaboration (3) ACLFWC046

negotiating arrangements and solving problems that arise during collaborative learning tasks, weighing up alternatives, negotiating and managing different opinions and perspectives and reaching shared decisions

Elaboration (5) ACLFWU141

learning that writing systems represent sounds and meanings, and becoming familiar with how the alphabet associates individual sounds/ a range of sounds with particular letters/ combinations of letters

Elaboration (7) ACLFWU141

learning the conventions associated with the written form of the language, such as spaces between words, direction of writing and page layout, and comparing these with written forms of English and other known languages

Elaboration (1) ACLFWC152

sharing and reflecting on learning experiences, such as visits, meetings, school and community activities with class members, using gestures, illustrations and graphics to support commentary

Elaboration (2) ACLFWC162

comparing their own and each other’s reflections on the experience of participating in and learning the language, and considering whether their attitudes or understandings have in some respects changed through the experience

Elaboration (2) ACLFWU169

learning about the current language situation in the language: its state of health, the nature of the speech community and generational differences, and discussing reasons for these characteristics

Elaboration (1) ACLFWC184

reflecting on how learning the language provides a distinctive means of understanding the Country/Place, including the relationship between land, the environment and people, and issues of discrimination and reconciliation

Elaboration (4) ACLFWU078

learning that writing systems represent sounds and meanings, and becoming familiar with the alphabetic principles that associate individual sounds/ a range of sounds with particular letters/ combinations of letters

Elaboration (3) ACLFWC098

comparing their own and each other’s reflections on the experience of learning the target language, considering whether their attitudes or understandings have changed in any respects

Elaboration ACLFWC117

creating shared bilingual learning resources, such as print or digital word banks or glossaries of target language and English expressions used in everyday interactions

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