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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 ACLFWC090

initiating and responding to language for classroom routines and needs, such as requesting a drink, asking permission to leave the classroom, borrowing equipment, using rehearsed phrases and sentences

Elaboration (7) ACLFWC091

locating information about social and cultural events in the target language community, such as the time of year they occur and associated activities, presenting findings in chart, poster or digital form

Elaboration (6) ACLFWC094

creating shared art work (visual/ performing) to tell a story, using selected elements, symbols and conventions from the target language culture/community as appropriate

Elaboration (3) ACLFWC098

comparing their own and each other’s reflections on the experience of learning the target language, considering whether their attitudes or understandings have changed in any respects

Elaboration (6) ACLFWU101

recognising language features typically associated with familiar texts, for example, the use of imperatives in games, instructions and procedures, and the use of past and habitual tense in traditional narratives and recounts

Elaboration (1) ACLFWU108

recognising that there are target language materials, such as audiotapes, visual and historical documents, available through community organisations and in local, state and national archives and libraries

Elaboration (3) ACLFWC088

corresponding with young target language learners in other contexts in print or digital form, asking and answering factual questions about self, their class, interests, leisure activities, likes and dislikes

Elaboration (4) ACLFWC089

creating a skit, performance or action game to introduce a buddy class to aspects of the target language and culture, for example, protocols for introducing others, individual words or expressions that have particular social/cultural significance, common …

Elaboration (8) ACLFWC091

obtaining and compiling information from children in the target language community about aspects of their daily lives, using face-to-face or digital modes of communication, and presenting findings to others

Elaboration (4) ACLFWC092

organising and presenting information relating to aspects of target language traditional and contemporary culture, for example, art, dance, sports, artefacts, using simple sentence structures, familiar vocabulary and concrete materials

Elaboration (5) ACLFWC094

creating imaginative texts to entertain younger audiences, for example, audio Big Books, puppet plays, performances for the school or community, cartoons, short video clips or vokis, selecting language and images that enrich the visual or listening e …

Elaboration (3) ACLFWC097

considering how their own upbringing and experiences impact on assumptions they bring to in intercultural interactions, for example, in relation to concepts such as leisure and free time, family and community responsibilities, reflecting on whether these …

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