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Elaboration (3) ACLSPC170

assisting a visiting Spanish speaker to communicate with an audience of school students and staff who have not studied Spanish, by explaining and interpreting aspects of their language and/or culture

Elaboration ACLSPU194

analysing different types of texts, such as television dramas or news bulletins, to demonstrate how language is used to create particular effects such as emotional impact or interest

Elaboration ACLSPC002

working together to produce class reference materials such as wall charts or databases to display key vocabulary and language structures used regularly in the Spanish classroom

Elaboration ACLSPC010

exploring Spanish language features that reflect and embody cultural values and practices, for example, regional differences in naming conventions, such as the use of apellidos

Elaboration (2) ACLSPU014

analysing features of common types of texts such as stories, emails, songs and slogans, identifying how the choice of language and structure works to achieve each text’s purpose

Elaboration (5) ACLSPU017

recognising differences between standard varieties of Spanish and varying degrees of language blending and influence, for example, Spanglish

Elaboration (2) ACLSPC024

engaging with rhythm, intonation and imagery to create mood and meaning in own poems, songs or performances, experimenting with language, voice and gesture to create specific effects

Elaboration (3) ACLSPU034

reflecting on the power of language in terms of their own experience, for example, by identifying comments from friends, teachers or public figures that have influenced or affected them

critically analysing texts such as advertisements, brochures, catalogues, graffiti and websites in Spanish that show different representations of culture, reflecting on language use, images and symbols

Elaboration (1) ACLTUC007

composing and performing their own simple rhymes and action songs that build on familiar language and content and use non-verbal forms of support, such as clapping, gestures and facial expressions

Elaboration ACLTUC010

noticing which language they are more comfortable in and choose to use in particular situations, for example, at home or on the phone with grandparents, at bayram or in the playground

Elaboration (4) ACLTUU015

recognising the importance of using either formal or informal language in any context, for example, never using first names when addressing elders, such as teachers or parents

Elaboration ACLTUC028

demonstrating gestures or behaviours that they feel ‘belong’ with the Turkish language and are associated with their sense of identity, comparing with other gestures or behaviours that they identify with being Australian

Elaboration (12) ACLTUU030

developing metalanguage for talking about language, using terms such as isimler, fiiller, sıfatlar, zarflar, ekler- ismin halleri, zamirler

Elaboration ACLTUC045

reflecting on the experience of being bilingual or multilingual, discussing the benefits of knowing more than one language and considering whether moving between languages affects their sense of identity

Elaboration (1) ACLTUU050

understanding causes and effects of historical developments and reforms to the Turkish language, such as changes implemented under the leadership of Atatürk and changing the script from Arabic to Latin in 1928

Elaboration (2) ACLTUC053

preparing for activities that combine linguistic and cultural elements, such as an excursion to a Turkish exhibition, performance, restaurant or community event, by rehearsing appropriate language forms and behaviours

Elaboration (3) ACLTUC057

assuming the persona of a character from a favourite contemporary novel or film and then adapting it to an earlier time or context, noticing changes required to language forms and expression

Elaboration (3) ACLTUC062

reflecting on how their ways of communicating might be perceived by other people, such as teachers, friends or strangers, for example, how they communicate, switch between languages or use body language

Elaboration (1) ACLTUU065

creating and comparing their own examples of particular text types, such as horoscopes, prayers or weather forecasts, explaining their choice of particular language and text organisation

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