Elaboration (1) ACLFWU083
recognising words in the target language that are borrowed from English
Elaboration (1) | ACLFWU083 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACLFWC074
noticing elements of the target language and of English that are the same, such as the letters of the alphabet and some sounds
Elaboration (3) | ACLFWC074 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (5) ACLFWU078
noticing that English and the target language share the same alphabetic base
Elaboration (5) | ACLFWU078 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWC075
performing presentations for the school community that involve both target language and English language elements, such as a contribution to an assembly or a performance for Grandparents’ Day
Elaboration (2) | ACLFWC075 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWU078
distinguishing sounds in the language from English sounds and recognising when the target language is being spoken
Elaboration (1) | ACLFWU078 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACLFWU082
recognising that language used in particular interactions can vary between cultural contexts, for example, the use of titles in English compared to kin categories in the target language
Elaboration (3) | ACLFWU082 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWC074
translating and explaining in English the meaning of target language words, phrases and gestures used in everyday contexts and situations
Elaboration (1) | ACLFWC074 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACLFWC075
creating sets of word cards in the target language and in English and playing matching-word games
Elaboration (3) | ACLFWC075 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWC077
responding to teacher prompts in the target language or English, for example, What do you see?...or What do you notice about…? Why do you think that …? ‘How is this similar / different …? to capture and express their impressions when viewing images or …
Elaboration | ACLFWC077 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWU087
recognising that language speakers are the most important primary source of language knowledge
Elaboration (2) | ACLFWU087 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWU085
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 | ACLFWU085 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (4) ACLFWC076
noticing and comparing their use of words or expressions from different languages when communicating in English
Elaboration (4) | ACLFWC076 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWU078
noticing and distinguishing sounds of the language and matching these with written symbols
Elaboration | ACLFWU078 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWU084
identifying immediate neighbours of the target language wherever it is spoken
Elaboration (1) | ACLFWU084 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (6) ACLFWU078
associating spoken language with written morphemes, words, phrases and sentences
Elaboration (6) | ACLFWU078 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration ACLFWU084
identifying regions, places and communities where the target language is spoken
Elaboration | ACLFWU084 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACLFWU086
noticing how respect for Elders and Country/Place is built into the language
Elaboration (3) | ACLFWU086 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (1) ACLFWC069
responding to and using routine classroom language, for example, ‘sit down’, ‘stand up’, ‘listen!’ ‘look this way’, ‘tidy up’ in the target language
Elaboration (1) | ACLFWC069 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (2) ACLFWU079
noticing that compared to English and other known languages some words may be left out (ellipsis), or must be included or repeated in phrases and sentences, for example, “(it) went”, “big (dog) ate (it)”
Elaboration (2) | ACLFWU079 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum
Elaboration (3) ACLFWU079
becoming aware how word order may differ from English or other known languages, for example, noun + qualifier vs qualifier + noun, ’child happy’ vs ’happy child’
Elaboration (3) | ACLFWU079 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum