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Elaboration (1) ACLFWU147

recognising that there are many different Aboriginal and Torres Strait Islander languages in Australia, for example, by viewing Language maps of their region, their state and the whole of Australia

Elaboration (2) ACLFWU147

identifying neighbouring Indigenous languages of their region

Elaboration (3) ACLFWU147

recognising that linguistic diversity in contemporary Australia includes Indigenous as well as non-Indigenous languages, and that Australia has many languages, for example, by identifying languages used by different classmates by creating a class profile …

Elaboration (4) ACLFWU147

recognising that some Indigenous languages in Australia are strong, while others are endangered or in the process of being revived or reclaimed

Elaboration (5) ACLFWU147

recognising shared vocabulary across groups of Aboriginal or Torres Strait Islander languages, for example, words such as ‘hand’, ‘water’, ‘crow’

Elaboration ACLFWU148

understanding that each Aboriginal language or Torres Strait Islander language is recognised as belonging to a group of people who are the language owners or custodians

Elaboration (1) ACLFWU148

demonstrating and applying respectful and appropriate behaviours, including appropriate language forms, in the presence of visiting Elders/community members and during visits to important sites

Elaboration (2) ACLFWU148

understanding the purpose of Welcomes to Country/Acknowledgements of Country, and talking about their experiences of participating in Welcomes and Acknowledgements, for example, at school, sporting events, festivities

Elaboration ACLFWU149

exploring culture as an essential part of human life, understanding that it is shared and passed on between generations; that it includes observable elements, such as ways of cooking or greeting, symbols such as flags and colours, as well as things that …

Elaboration (1) ACLFWU149

recognising that in each culture there are general rules of what to say and do, when, where and with whom, and that these rules differ from culture to culture

Elaboration (2) ACLFWU149

recognising that beliefs and behaviours are woven into and expressed through languages, and cannot be separated from them

Elaboration (3) ACLFWU149

noticing how respect for Elders and Country/Place is built into the language

Elaboration (4) ACLFWU149

recognising significant cultural symbols and features in the language, for example, in song, visual design, dance moves

Elaboration (5) ACLFWU149

recognising that languages encapsulate values held about lands, waters and sky, for example, in expressions and concepts such as Caring for Country

Elaboration ACLFWU150

understanding that language is communally owned and therefore owners must be consulted regarding any use of it, including learning it in school

Elaboration (1) ACLFWU150

identifying and engaging with local identities/personalities/people who are involved in language revival efforts

Elaboration (2) ACLFWU150

considering why learning an Aboriginal and/or Torres Strait Islander language is important in Australia

Elaboration ACLFWU151

using the language in performances at school and wider public community events

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 (2) ACLFWU151

noticing that new words can be formed from within the language itself, rather than through borrowing words from other languages

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