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Elaboration (4) ACLFWC047

identifying and comparing learning strategies that have supported the study of their language in the school context, for example, learning vocabulary and language structures associated with different domains of language use

Elaboration ACLFWU059

explaining the full range of case marking in their language(s), such as the sharing of several case functions by single markers, the use of different markers for the same function

Elaboration (7) ACLFWU059

making comparisons and connections within and across languages, for example, case systems used within different languages in Australia and elsewhere, the use of tense markers in verbs

Elaboration (5) ACLFWU061

explaining variations in language use that reflect different levels of formality, authority and status, for example, ways of talking to Elders at formal community events compared to everyday interactions

Elaboration (2) ACLFWC139

exploring the idea of collective identity through symbols and practices such as Aboriginal and Torres Strait Islander flags, items of dress, use of colours and patterns

Elaboration (3) ACLFWU145

recognising that language used in particular interactions can vary between cultural contexts, for example, the use of titles in English compared to kin categories in the language

Elaboration (2) ACLFWC153

working with Elders/community members to develop a short ‘Welcome to Country/Place’ and/or ‘Acknowledgment of Country/Place’ to use at formal school functions or community events

Elaboration (4) ACLFWU164

making comparisons and identifying patterns in and between languages, for example, free and fixed word order, tenses in verbs, use of affixes versus prepositions

Elaboration (2) ACLFWU172

understanding that there are protocols to be followed when building language, such as consulting and involving language owners who may want to determine how the language expands into new domains of use

Elaboration (5) ACLFWU173

helping to build a community of learners–speakers who use the language, for example, by teaching younger members of the school community and/or classes in local primary schools

Elaboration (6) ACLFWU186

discussing grammatical and lexical contrasts between the language and English/ other known languages, for example, the figurative use of language, vocabulary associated with specialised domains

Elaboration (2) ACLFWU189

explaining variations in language use that reflect different levels of formality, authority and status, for example, expressions used with respected kin, ways of asking questions of different people

Elaboration (3) ACLFWU190

reflecting on changes in their own use of their first language(s) over time, noticing how and when new ways are adopted or existing ways adapted

Elaboration (2) ACLFWC076

exploring the concept of collective identity, for example by considering the symbolic meaning of Aboriginal and Torres Strait Islander flags, items of dress, use of colour and patterns

Elaboration (3) ACLFWU082

recognising that language used in particular interactions can vary between cultural contexts, for example, the use of titles in English compared to kin categories in the target language

Elaboration ACLFWC094

creating and performing own stories, songs and skits, including the use of paralinguistic elements such as gesture and facial expression, to enhance audience comprehension and entertainment

Elaboration (5) ACLFWU100

making comparisons and identifying patterns in and between languages, for example, in relation to free and fixed word order, tenses in verbs, the use of affixes versus prepositions

Elaboration ACLFWU121

understanding case and case marking, for example, of nouns, pronouns and adjectives, noting the sharing of several case functions by single markers, the use of different markers for the same function

Elaboration (2) ACLFWU125