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Elaboration ACLJAC134

explaining features of Japanese language protocols such as the use of formulaic expressions, for example, いってきます、ただいま, counter classifiers, and the indication of politeness by using です

Elaboration (1) ACLJAC134

explaining and modelling culture-specific practices and formulaic language, such as apologising for being late by waiting at the entrance/door, bowing and using the expression おくれて　すみません。しつれいします。

practising ways of accepting compliments or praise in Japanese, for example, by saying いいえ instead of ありがとう。, and comparing this with what they would do in a similar situation in their own language(s)

Elaboration (3) ACLJAC145

using formulaic language to exchange emails with young Japanese speakers to provide personal information such as ～さんへ、～より、じゃあ　また, their names, likes and dislikes, family members or leisure activities

Elaboration (6) ACLJAC145

exchanging gifts using appropriate body language/gestures, such as giving and receiving with two hands and using expressions such as すみません。どうぞ。どうも　ありがとう　ございます。

Elaboration ACLJAU162

noticing ways in which Japanese language and behaviour reflect values and traditions, for example, reluctance to volunteer or compete for attention in class, responding to compliments じょうず　です　ね。いいえ, and prioritising the group rather than the individu …

Elaboration (5) ACLJAC163

using formulaic language spontaneously in interactions to express feelings, for example, あー、つかれた、えー、むずかしい、たのしかった、できた

Elaboration (4) ACLJAC172

reflecting on how their own cultural etiquette and behaviour may be interpreted when interacting with Japanese people, noticing their own body language and modifying gestures, such as beckoning with the palm facing upwards or downwards, or avoiding eye …

Elaboration (3) ACLJAU178

finding examples of informal forms of language used by young Japanese speakers, such as the use of abbreviations or emoticons when texting and the use of loan words when talking about popular culture, for example, ‘J-rock’, ‘J-pop’, ‘fast food’

Elaboration ACLJAU180

explaining language associated with familiar routines that reflects cultural values, for example, きりつ、れい and しつれいします。

Elaboration (4) ACLJAU180

considering how and why Japanese speakers use conversational strategies to avoid conflict, such as using indirect or softened language, for example, もうすこし　がんばりましょう。

Elaboration (5) ACLJAU180

comparing core cultural concepts reflected in Japanese language, such as 和(わ) (‘harmony’), with similarly significant cultural concepts reflected in some Australian terms or expressions, for example, mateship

Elaboration ACLJAC183

using reflective language to discuss the experience of learning and using Japanese, for example, ぶんぽうはちょっとむずかしいと思います。

Elaboration (2) ACLJAC191

creating a reflective self-profile or autobiography in formats such as journal entries, articles, captioned photo stories, digital accounts or short films, including episodes related to the experience of learning Japanese language and culture that have …

Elaboration (1) ACLJAU196

evaluating how language choices reflect social relations and priorities, such as using expressions that deflect praise of self or own family to show modesty, for example, 日本語がじょうずですね。いいえ、ぜんぜん。

Elaboration ACLJAU124

exploring how language is used differently in Japanese to reflect different relationships, for example, parent–child exchanges おはよう、いってらっしゃい、いってきます、ただいま、おかえり, communication with peers なに？, and teacher–child interactions なんですか。

Elaboration ACLJAC128

participating in guided tasks involving instructions and peer cooperation, such as group/pair language activities, games and sports, for example, せんせい says, ふくわらい、じゃんけんぽん, What’s the time, Mr Wolf?

Elaboration ACLJAC145

communicating with peers and other Japanese speakers in local or online communities or digital forums, using strategies such as active listening skills, turn-taking cues, requests for clarification, and respectful language for agreeing or disagreeing, …

Elaboration (2) ACLJAC145

exchanging simple correspondence such as greeting cards in print or digital form based on modelled language such as おたんじょうび　おめでとう(ございます)。あけまして　おめでとう　ございます。おかあさん、ありがとう。～へ～より

Elaboration ACLJAC146

planning and organising activities such as a class event, visit or performance, using language related to place, people, time and numbers and creating promotional materials, for example, たいこ　の　えんそう、木(もく)よう日(び)、十一時、たいいくかん

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