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Elaboration (5) ACLFWC093

interacting/engaging with and interpreting artistic traditions and visual designs associated with the target language community, for example, paintings, sculptures, dance

Elaboration (2) ACLFWC094

creating, performing and presenting imaginative texts such as skits, songs and raps, using digital techniques and both rehearsed and spontaneous language

Elaboration (5) ACLFWC097

monitoring their own development as a learner of the target language, for example, by recording learning experiences and reflections in blogs, learning logs or journals

Elaboration (6) ACLFWC097

identifying markers of identity that may be important across all cultures, for example, family, community, location, language, age, gender

Elaboration (1) ACLFWU099

using knowledge of sound–symbol correspondences in the language to identify morphemes, words and phrases in speech and to match these with their written forms

Elaboration (7) ACLFWU100

developing metalanguage for talking about elements of language, for example, noun phrases, suffixes, prefixes, tense, transitivity

Elaboration (1) ACLFWU101

investigating the purpose and use of sign language, for example, for hunting, for recent bereavements, for communicating at a distance, for restricting who can understand the message

Elaboration (5) ACLFWU103

reflecting on how they communicate with their own family and friends and with people less close to them, noticing differences in language use and communicative behaviour

Elaboration (3) ACLFWU104

understanding that language and culture together continually change as a result of contact with other languages and cultures

Elaboration (1) ACLFWU105

learning about the current situation of the target language: its state of health and the nature of the speech community, particularly in relation to generational differences

Elaboration (6) ACLFWU105

investigating language revival programs, for example, associated processes and protocols, success stories and challenges, and what these efforts mean to the communities

Elaboration (7) ACLFWU105

understanding that the target language is among the small number of languages still spoken across all generations

Elaboration (1) ACLFWC110

creating displays, presentations or performances for family, friends or the school community to showcase progress in learning and using the target language

Elaboration (2) ACLFWC110

giving and following instructions to play games or follow procedures such as recipes or making everyday items used by the target language community

Elaboration (4) ACLFWC110

planning and participating in learning experiences that combine linguistic and cultural elements, such as an excursion to a target language art exhibition or performance

Elaboration (1) ACLFWC111

negotiating with class members and members of the teaching team using respectful language when agreeing or disagreeing or negotiating changes

Elaboration (5) ACLFWC111

expressing their responses to the experience of learning and using the target language, for example, by detailing preferences, likes and dislikes in relation to aspects/elements of the experience

Elaboration (3) ACLFWC113

creating a virtual introduction to their own school and neighbourhood for a sister school from the target language region

Elaboration (3) ACLFWC115

creating and performing real or imagined experiences, using expressive language, gestures and supporting materials to create dramatic effect

Elaboration (6) ACLFWC116

understanding and applying culturally appropriate and ethical behaviour when interpreting and translating the target language

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