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Elaboration (1) ACLHIC117

corresponding with young Hindi speakers in different contexts, using Hindi and English to describe and explain aspects of life in Australia

reflecting on the importance of non-verbal elements of communication, such as hand gestures, head movements and facial expressions, and on how these are sometimes used to mean different things in different languages

Elaboration (1) ACLHIC119

reflecting on differences in communication styles between speakers of different languages that they know, such as ways of expressing identity or responding to others’ comments, including observations of each other’s ways of communicating in different …

Elaboration (1) ACLHIU120

explaining and applying basic rules of Hindi pronunciation, spelling, punctuation and intonation

Elaboration (1) ACLHIU121

creating simple sentences using conjunctions such as राम ने खाना खाया और सो गया।

Elaboration (1) ACLHIU122

identifying key features and structures of familiar texts types to understand unfamiliar content, for example, recognising core words associated with time or place in airport announcements, ‘reading’ images as well as written language in advertisemen …

Elaboration (1) ACLHIU123

identifying differences in terms of language features and register between spoken and written forms of texts such as apologies, invitations or narratives माफ़ कीजिए, क्षमा कीजिए

Elaboration (1) ACLHIU124

talking with older members of their families or communities about changes they have experienced in the use of Hindi across their lifetime, such as the increasing blending of English and Hindi in particular domains of language use such as entertainment, …

Elaboration (1) ACLHIU125

considering the advantages of being bilingual or multicultural, the limitations of being monolingual, and the meaning of concepts such as intercultural competence and translanguaging

Elaboration (1) ACLHIU126

explaining the significance of single words in Hindi that represent complex and culturally significant concepts that do not translate directly into English, for example, दक्षिणा, शुभमुहुर्त, पूजा, साधू

Elaboration (1) ACLINC001

using different senses to express feelings, opinions and reactions, for example, saya senang/tidak senang, saya suka/tidak suka, saya melihat, saya mendengar

Elaboration (1) ACLINC002

participating in songs and chants by singing and performing actions, for example, Topi Saya Bundar, Lingkaran Kecil and Di Sini Senang

Elaboration (1) ACLINC003

giving peers reminders, for example, cuci tangan dulu, pakai topi, makan dulu, jangan lari di kelas, berbaris

Elaboration (1) ACLINC004

locating and using information to describe, name, draw and trace

Elaboration (1) ACLINC005

participating in ‘show and tell’, presenting topics of daily life and personal interest, for example, Saya ke pantai, Ini kelinci, dia putih

Elaboration (1) ACLINC006

describing what is entertaining or appealing in imaginative texts, such as the characters, story or illustrations in books, songs, cartoons or comics, for example, Herman lucu; Saya suka si kancil

Elaboration (1) ACLINC007

creating a new part of a text such as changing a character or adding an extra verse in a song, for example, by matching pictures and captions

Elaboration (1) ACLINC008

using visual dictionaries, word lists and pictures to translate meanings and compare similar or different meanings

Elaboration (1) ACLINC009

as a class, writing instructions for Indonesian children on how to perform a game, noticing what can and cannot be translated easily, for example, duck duck goose

Elaboration (1) ACLINC010

noticing similarities and differences in language that relates to culture, such as the names of foods and animals particular to the climate and geography; and in cultural practices, such as extended families living together and attitudes towards pets, …

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