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Elaboration (1) ACLFRC083

analysing how cultural norms impact on interpretations of French language texts and experiences, (for example, comparing own with others’ reactions to particular cultural texts, events or practices)

Elaboration (3) ACLFRC097

composing and performing modified or simplified versions of familiar texts that feature repetitive and evocative language, for example, Page d’écriture, Prévert

using dictionaries and electronic translation tools to create bilingual texts such as menus, schedules or captions for photo montages, and making decisions in relation to language, audience and cultural perspectives

Elaboration (1) ACLFRU123

observing forms of communication in different situations, and explaining how elements such as body language and use of personal space or silence contribute to the nature of the interaction and reflect status or relationship

Elaboration (2) ACLFRU126

using personal journals and group discussions to reflect on how learning French has impacted on own assumptions about French language, culture or identity

Elaboration (3) ACLFRU126

considering how the experience of learning a new language has impacted on awareness of own communicative and cultural behaviours and of how these may be interpreted by others

Elaboration (2) ACLGEC129

considering how aspects of own language might be understood from a German perspective, for example, culture-specific expressions such as ‘school assembly’, ‘kick a footy’, or eating ’brekky’

Elaboration (4) ACLGEC146

recognising aspects of own language use that reflect own cultural perspective and experiences, for example, references to climate and environment, animals, activities and routines such as chores, and celebrations and events

Elaboration (2) ACLGEC163

observing and recording aspects of language (such as register and use of the imperative) and cultural behaviour that need to be modified when communicating in German, depending on audience and social context

Elaboration (1) ACLGEC176

identifying and commenting on techniques and linguistic choices which build action, develop character and position the reader, using modelled descriptive and analytic language

Elaboration (2) ACLGEC179

creating digital bilingual survival guides on language and etiquette for visitors to Australia or a German-speaking country, providing advice for specific scenarios, for example, at the supermarket, at a party, in the classroom

Elaboration (4) ACLGEC011

comparing aspects of identity that may be important across cultures, such as state, country, ethnic group, language, religion, age, gender, and position in family

Elaboration (1) ACLGEC022

explaining a procedure or practice, using simple language and supporting graphics, materials and gestures, for example, how to play a game or sport, a cooking show segment, or fashion tips

Elaboration (2) ACLGEU034

reflecting, through personal journals and group discussions, on how learning German has impacted on own assumptions about German language, culture or identity

Elaboration (3) ACLGEU034

considering how the experience of learning a new language has impacted on their awareness of their own communicative and cultural behaviours and of how these may be interpreted by others

Elaboration (3) ACLHIC008

demonstrating body language, gestures or facial expressions that they use with families and friends when speaking Hindi, such as moving the head in different ways to mean different things

Elaboration (3) ACLHIC011

describing how it feels to use Hindi in different contexts, for example, when singing or playing games or when listening to other people using the language

Elaboration (5) ACLHIC037

participating in online exchanges, such as video blogs with sister-schools in India or other Hindi- language contexts to describe and compare routines, interests and activities

Elaboration (4) ACLHIC043

experimenting with text structures and language features to create entertaining or expressive effects suitable for specific audiences, such as younger children or people with limited Hindi proficiency

Elaboration (4) ACLHIC061

creating texts such as picture books, bedtime stories or cartoons for younger children, selecting appropriate language, rhythms and images to enrich the aural and visual experience

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