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Elaboration (1) ACLFWU151

building language resources, for example, by creating posters and/or language/cultural displays, and by working with the community language team to create new games and songs in the language

Elaboration (6) ACLFWU164

developing metalanguage for talking about language, for example, noun phrases, suffixes, prefixes, tense, transitivity, using resources from both the language and English

Elaboration ACLFWU172

identifying and locating available language resources suitable for language building, for example, living speakers and rememberers, visual, aural and written documents, archival material

Elaboration (1) ACLFWU172

identifying the existence and location of keeping places for texts and resources as language is rebuilt, for example, in the community, national archives, purpose-built interpretative centres

Elaboration (9) ACLFWC177

researching Aboriginal and Torres Strait Islander words used in English, using resources such as the Australian National Dictionary, and identifying and explaining words that come from the local language

Elaboration (1) ACLFWC181

translating and interpreting texts such as narratives, song lyrics, dialogues or posters, considering how to explain elements that involve cultural knowledge or understanding, and using resources such as dictionaries and grammars

Elaboration (3) ACLFWU195

understanding challenges in developing new words and structures for the language, and how these words might be developed within the existing resources of the language or by analogy from related languages

Elaboration (8) ACLFWU195

working with local Aboriginal and Torres Strait Islander communities in language-related projects, and contributing to local language records and resources through structured and research-based projects

Elaboration ACLFWC074

using classroom resources such as word banks, wall charts, visual dictionaries, word lists and pictures to translate the meaning of single words and common expressions

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

Elaboration ACLFWU017

noticing that different forms of address and kinship terms are used depending on the relationship between participants

Elaboration (1) ACLFWU020

demonstrating and applying respectful and appropriate behaviours, including appropriate language forms, in the presence of visiting Elders/community members

Elaboration ACLFWC034

identifying and explaining how art forms, such as body paintings, designs, paintings, funeral poles, songs and dances, identify people and places

Elaboration (4) ACLFWC035

reflecting on the range of gestures and other forms of non-verbal behaviour used when communicating in the language or other languages

Elaboration ACLFWU062

exploring forms, usage and history of contact languages in their broader region, including creoles, pidgins and Aboriginal Englishes

Elaboration (1) ACLFWC130

interacting with the teaching team and visiting Elders/community speakers, using appropriate protocols such as respect terms, behaviour and forms of address

Elaboration ACLFWC135

performing songs or stories that include repeated phrases, rhythms and non-verbal forms of expression, such as clapping, gestures, facial expressions and dance

Elaboration (1) ACLFWC135

participating in shared reading of stories, responding through mime captioned drawings, dance, play-acting and other forms of expression

Elaboration ACLFWU145