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Elaboration (2) ACLJAC189

creating oral commentaries that switch between English and Japanese for a bilingual audience at a sporting or performing arts event

Elaboration (3) ACLJAC189

producing bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, New Year’s Eve or birthday celebrations

reflecting and reporting on how learning Japanese provides insights into language and culture in general, and how their own assumptions about Japan or Asia have changed as a result of intercultural language learning

Elaboration (1) ACLJAC190

evaluating the nature and effectiveness of their own language and actions when interacting in Japanese

Elaboration (2) ACLJAC190

reflecting on how additional language experience supports and enhances first-language understanding and capabilities, for example, by identifying Japanese expressions, behaviours or attitudes that might enrich their own perspectives

Elaboration (3) ACLJAC190

reflecting on aspects of their own experiences of intercultural communication, such as instances of breakdowns or breakthroughs in communication, repair and recovery strategies, and responses to and insights gained through interactions

Elaboration ACLJAC191

reflecting on elements of the experience of learning Japanese that have involved adopting styles of communication that have been challenging, easy or memorable

Elaboration (1) ACLJAC191

sharing with peers examples of successful interactions with other Japanese speakers, for example, when gestures or communication styles have been well received and clearly understood and have strengthened the relationship

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 (3) ACLJAC191

composing a ‘cultural ID profile’, blog or digital diary to exchange with other Japanese speakers, making decisions about what points of information should be included

Elaboration ACLJAU192

recognising the basic pattern of intonation in Japanese, taking the form of a downturning curve, and applying it when speaking

Elaboration (1) ACLJAU192

identifying the use of rising intonation when asking questions in casual speech or ましょう form, for example, 食べない？食べましょうか？

Elaboration (2) ACLJAU192

understanding how to make appropriate pauses in a sentence, that is, dividing up a sentence into cohesive chunks to allow for the use of あいづち

Elaboration (3) ACLJAU192

understanding that changes occur in kanji readings, for example, 新(あたら)しい、新聞(しんぶん)、聞(き)きます、オーストラリア人(じん)、(ひと)

Elaboration ACLJAU193

understanding that kanji are used for nouns, stems of verbs and adjectives, and some adverbs, and that the addition of hiragana to the stem of verbs and adjectives is called okurigana

Elaboration (1) ACLJAU193

recognising that many kanji have multiple readings and that there are two types of readings, that is, on-yomi (音; on ‘reading’ or ‘sound’), Chinese-style pronunciation; and kun-yomi (訓; kun ‘reading’ or ‘explanation’), Japanese-style pronunciation

Elaboration (2) ACLJAU193

developing strategies to guess the meaning of unknown words that contain unfamiliar kanji, utilising clues such as radicals

Elaboration (3) ACLJAU193

writing some kanji compound words, for example, 外国語(がいこくご), 日本料理(にほんりょうり)

Elaboration ACLJAU194

further developing metalanguage to describe and increase control of grammatical concepts and language elements and to organise learning resources such as verb charts and lists of vocabulary and sentence structures

Elaboration (1) ACLJAU194

understanding and applying the rules of the plain form, and knowing that the basic form of all Japanese verbs ends in -u, -eru or -iru, the forms they are listed under in dictionaries

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