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Elaboration (3) ACLHIC063

performing a role play, skit or song for a school concert or assembly, using Hindi for the performance and English for supporting explanations and commentary

Elaboration ACLHIC064

identifying ways in which they change their ways of communicating when switching from Hindi to English

Elaboration (3) ACLHIC064

identifying instances when using both Hindi and English in the same interaction makes for easier communication

Elaboration (4) ACLHIC080

considering challenges involved in translating texts by contemporary poets and songwriters who incorporate English words or stylistic features into their texts

Elaboration (1) ACLHIC081

creating raps or jingles that mix English and Hindi words/expressions, rhythms and gestures to capture elements of their own communicative behaviours

Elaboration (3) ACLHIC081

creating glossaries and annotations in English that provide explanations for cultural and contextual references in contemporary Hindi texts

Elaboration ACLHIU089

reflecting on the relationship between their use of Hindi, English and other languages/dialects and their sense of identity

Elaboration (3) ACLHIU089

discussing the effects of using either Hindi or English on how they express feelings, debate ideas or construct arguments

Elaboration (7) ACLHIC099

composing menus or programs for school or community events/celebrations that include footnotes in English to explain key terms or items

Elaboration (2) ACLHIC114

identifying the use of English words and expressions by contemporary poets or songwriters writing in Hindi, considering possible reasons for this

Elaboration (1) ACLHIC117

corresponding with young Hindi speakers in different contexts, using Hindi and English to describe and explain aspects of life in Australia

Elaboration (3) ACLHIC117

creating glossaries in English to explain cultural references in contemporary Hindi texts that relate to trans-cultural experience

Elaboration (2) ACLHIU125

discussing the effects of using either Hindi or English on how they express feelings, debate ideas or construct arguments

Elaboration (2) ACLHIU017

identifying different languages and dialects used by children in their class or friendship groups, for example, by creating a language map with greetings in each language

Elaboration (7) ACLHIC082

considering how their language and interactional behaviour might be interpreted or responded to by people from different language backgrounds

Notice and describe ways in which they use Hindi and English and how these involve different words and behaviours[Key concepts: meaning, culture, difference; Key processes: noticing, comparing, reflecting, describing]

Elaborations ScOT Terms

Elaboration (2) ACLHIU034

identifying how words from Sanskrit, Perso-Arabic and English are used in different contexts to mean related concepts such as ‘concern/anxiety’: Sanskrit चिंता; Arabic फ़िक्र; and ‘tension’, English टेन्शन

Elaboration (1) ACLHIC064

providing examples of interactions which feel more natural in Hindi than they do in English or vice versa, for example, using Hindi to talk about family experiences, rituals or relationships, using English to talk about school work, music or films

Elaboration (5) ACLHIU106

finding examples of Hindi words that retain their identity as non-English words but are increasingly incorporated into English and understood by bilingual speakers, for example, the familiar, affectionate use of यार and देसी

Elaboration (2) ACLHIU126

considering reasons for the trend among young Hindi speakers to create abbreviated adaptations of English words, for example, funda (fundamental), despo (desperate), enthu (enthusiastic), comparing with the use of abbreviations such as ‘arvo’, ‘brekkie’, …

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