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Elaboration (2) ACLARC027

exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings and behaviours, for example, degrees of formality, politeness and directness, use of personal …

Elaboration (3) ACLARC027

identifying moments of embarrassment or communication breakdown in own intercultural interactions, exploring reasons for these and suggesting adjustments that could be made to enhance mutual understanding

Elaboration (4) ACLARC027

discussing elements of successful intercultural communication, for example, flexibility and awareness of differences in cultural and religious practices such as respect for elderly people and attitudes towards privacy or directness

Elaboration ACLARC028

discussing how being bilingual allows them to present ‘self’ to others in particular ways, for example, as being Lebanese, Jordanian, Iraqi, Arab Australian, or Australian from a Syrian background

Elaboration (1) ACLARC028

reflecting on the role of language in expressing identity, considering when, with whom and why different languages are used, and reflecting on whether their own identity changes when they use different languages

Elaboration (2) ACLARC028

noticing how they communicate with one another, their teachers and families, noticing how they see themselves differently in different contexts, for example, as Arabic-speaking person, less traditional than parents

Elaboration (3) ACLARC028

reflecting on choices made to present self to others in particular ways or to conceal aspects of identity when interacting across cultures, noticing differences in the way they communicate, think and behave in different contexts

Elaboration ACLARU029

distinguishing the pronunciation of (الشدة) and (التنوين)

Elaboration (1) ACLARU029

using the rhythms of the Arabic language, including intonation, tone and stress, to increase fluency and enhance expression

Elaboration (2) ACLARU029

recognising that certain letters in Arabic appear in different variations, for example, ت؛ ة

Elaboration (3) ACLARU029

applying spacing rules between words and using their knowledge of writing conventions to expand on ideas in written texts

Elaboration (4) ACLARU029

making choices in relation to the use of punctuation such as (؛) and adjusting the flow of ideas, increasing text cohesion and enhancing expression

Elaboration (5) ACLARU029

recognising the need for pauses or changes of tone in complex sentences with embedded clauses

Elaboration (6) ACLARU029

understanding that there are variations in both spoken and written Arabic across different countries and regions, and analysing the reasons for such variations, for example, سوريا/سورية؛ ناديا/نادية؛ فاديا/فادية

Elaboration (7) ACLARU029

noticing how tone can convey emotions and shade meaning, such as distinguishing between colloquial or formal language, for example, حقًا؟ يا إلهي! تعال إلى هنا حالاً!

Elaboration (8) ACLARU029

using Arabic pronunciation and spelling rules when listening to and reading authentic texts, and evaluating their own spelling and pronunciation in relation to their understanding and expression

Elaboration ACLARU030

using سوف in addition to the present tense to express future plans, for example, سوف أذهب إلى الجامعة؛ سوف أسافر مع أهلي؛ سوف أشتري سيارة؛ سوف أعمل في مطعم

Elaboration (1) ACLARU030

using the conditional mood as a formulaic expression, for example,لو: لو نجحت، سوف يشتري لي أبي محمولاً جديداً

Elaboration (2) ACLARU030

understanding and using the conjunctions لكن to compare people and actions, expanding on their expression, for example, خالي غني لكن عمّي فقير؛أخي يلعب كثيرا لكن أختي تدرس دائم

Elaboration (3) ACLARU030

using interrogative pronouns and expressions such as لماذا؛ لمَ؟ هل؟ to ask questions and make requests, for example,لماذا أحضرت الكرة معك إلى الصف؟ هل تقدر أن تعطيني القلم؟ لمَ تحب الموسيقى؟

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