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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 ACLJAU014

developing metalanguage for communicating about language, using terms such as ‘noun’, ‘pronoun’, ‘verb’, ‘adjective’ and ‘conjunction’, and cross-referencing with knowledge of English-language syntax and parts of speech

Elaboration (2) ACLJAC029

considering the relationship between identity and language, with reference to the languages spoken by the students themselves, peers, and family or community members, including their own developing ability to communicate in Japanese

Elaboration ACLJAU032

further developing metalanguage to describe and apply grammatical concepts and language elements, and to organise learning resources such as verb charts and lists of vocabulary and sentence structures

Elaboration (4) ACLJAC008

comparing the meaning and use of emoticons in Japanese and English

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 (1) ACLJAC021

further developing metalanguage to communicate about language and about their experience of learning Japanese, using Japanese for terms such as verbs (どうし), adjectives (けいようし) and nouns (めいし)

Elaboration (5) ACLJAC010

noticing that a focus on ‘self’ is avoided in Japanese by the minimal use of the pronoun ‘I’ in interactions

Elaboration (9) ACLJAU013

understanding the use of furigana as a tool to support reading

Elaboration (4) ACLJAC029

considering whether their sense of identity changes when they use different languages

Elaboration (4) ACLJAC019

providing evidence or reasons to justify own opinions or planned actions, for example, べんりです。だからコンビニで買(か)いものをします。

Elaboration (2) ACLJAC019

developing strategies to initiate and sustain interactions, such as asking for clarification or confirmation, acknowledging and showing interest, using appropriate gestures and expressions such as あいづち, ああ　そうですか。いいですね。そうですね。へえ。はい　うん。

Elaboration (2) ACLJAU031

developing strategies to guess the meaning of unknown words that contain familiar kanji, for example, 小学校(しょうがっこう)、中学校(ちゅうがっこう)

Elaboration (1) ACLJAU034

finding examples of informal forms of language used by young Japanese speakers, such as the use of abbreviations or emoticons when texting and the use of loan words when discussing popular culture, for example, ‘J-rock’, ‘J-pop’, ‘fast food’

Elaboration (5) ACLJAC004

identifying cultural values reflected in a range of texts, such as the use of symbols, signs or images in advertising

Elaboration (3) ACLJAC008

learning to use dictionaries and electronic translation tools, identifying issues such as multiple meanings of words and the need to consider context

Elaboration ACLJAU013

understanding that the Japanese language uses three different scripts depending on word origins and on the context of language use

Elaboration (20) ACLJAU014

identifying similarities and differences in Japanese and English grammatical rules relating to word order or the use of elements such as pronouns

Elaboration (2) ACLJAU036

exploring familiar types of Japanese community texts such as print or online advertisements, brochures, catalogues or memes that employ different representations of culture, for example, by analysing which products use traditional icons such as samurai …

Elaboration (1) ACLJAU015

identifying how certain types of texts are typically constructed, for example, the use of particular layouts, visual images and grammatical features in advertisements, manga or brochures

Curriculum Types

Curriculum Elements Types