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Elaboration (1) ACLFRU015

understanding that language varies according to context and situation, for example, language used for play with friends (vas-y! bravo! cours! à moi!) is less formal than language used with teachers (Pardon, Monsieur Falcon; je suis désolé; je m’excus …

Elaboration ACLGEC158

presenting information and ideas using language appropriate to text type and topics or themes, such as using reflective language in diary and journal entries, persuasive language in advertisements, emotive images and captions to highlight issues such …

Elaboration (3) ACLKOU188

reflecting on changes in their own language/s, identifying new terms and behaviours that they have adopted with changes in technology and social media, and on how such terms and behaviours have become part of everyday language used in different modes(for …

Elaboration (4) ACLKOU209

recognising the historical, political and cultural functions and values of language, researching how the Korean language played a role in maintaining the Korean people’s culture and everyday life under the cultural and linguistic oppression during the …

Elaboration (1) ACLKOU038

reflecting on diverse interpretations of everyday language use in Korean, including body language and gestures, and identifying Korean cultural elements, making comparisons with own language, for example, possible interpretations of such expressions as …

Elaboration ACLTUU083

identifying protocols associated with the use of language, body language and gestures when using Turkish which are different to those used by people from other language backgrounds, for example, kissing hands, avoiding crossing legs or putting hands in …

Elaboration ACLTUU099

comparing features of different types of texts encountered in and out of school, considering differences in structure, layout, language features and register; for example, the use of imperatives and instructional language in recipes or directions; expressive …

Elaboration (3) ACLVIC179

recognising how characters’ feelings and attitudes are expressed through language, such as use of language features such as emotive language, for example, hạnh phúc, vui mừng, phấn khởi, buồn bã, cô đơn, xót xa, bồi hồi

Elaboration ACLVIU032

recognising how language use, such as level of politeness, reflects the relationship between participants and the purpose of the speaker or writer, for example, close friends tend to use informal language (tao, mày) while new acquaintances use more formal …

Elaboration ACELA1426

learning that different languages exist; discussing the various languages encountered in the community and at school; acknowledging the home languages of students who speak another language, and valuing the ability to speak more than one language

Elaboration ACELA1484

exploring examples of language which demonstrate a range of feelings and positions, and building a vocabulary to express judgements about characters or events, acknowledging that language and judgements might differ depending on the cultural context

Elaboration (1) ACELY1687

discussing levels of language — slang, colloquial (everyday) and formal language — and how their appropriateness changes with the situation and audience. Presenting ideas and opinions at levels of formality appropriate to the context and audience

Elaboration ACELA1552

comparing texts that use evaluative language in different ways – print advertisements, editorials, talkback radio and poetry – and identifying wordings that appraise things indirectly, through evocative language, similes and metaphors that direct the …

Elaboration ACLARU186

recognising that language changes over time, for example, by viewing classical and contemporary Arabic films and comparing how certain ideas and concepts are differently represented through the language used

Elaboration (3) ACLFRC047

comparing own ways of using language with those of peers, considering how family and community shape identity and communication, for example, using more than one language, celebrating or expressing feelings in various ways

Elaboration (1) ACLFRC065

sharing and comparing cultural and intercultural experiences and language capabilities, and exchanging views on the benefits of speaking more than one language, such as having a larger vocabulary to draw on, new insights and perspectives, and opportunities …

Elaboration (4) ACLFRC101

observing others’ ways of communicating, identifying elements of language or behaviour that might be unfamiliar to people from different cultures or communities, for example, ways of addressing people and expressing wishes, rituals associated with school …

Elaboration (1) ACLGEC129

noticing how own language use influences expectations about German language use, for example, wanting to use one word for ‘you’, and not expecting to capitalise all nouns

Elaboration (4) ACLGEC147

comparing own ways of using language with those of peers, considering how family and community shape identity and communication, for example, using more than one language, expressing feelings or celebrating in various ways

Elaboration (1) ACLGEU032

analysing differences in register and style when using language in different contexts, for example, watching video clips showing introductions, greetings and farewells in different situations, or noticing the use of youth language in songs, graffiti and …

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