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Elaboration (1) ACLFWU187

understanding that Country/Place can be interpreted as text by the community

Elaboration (1) ACLFWU188

investigating how the language community addresses gaps in knowledge about the kinship system

Elaboration (1) ACLFWU189

analysing and discussing intergenerational differences in language use, for example, young people’s language compared to the language of older generations

Elaboration (1) ACLFWU190

investigating and describing how the language has changed over time

Elaboration (1) ACLFWU191

understanding terms used in the discussion of language revival, for example, revitalisation, reclamation, renewal

Elaboration (1) ACLFWU192

acknowledging cultural and intellectual property rights and copyright over language work, including song holders, story keepers, language informers, composers and choreographers

Elaboration (1) ACLFWU193

reflecting on Indigenous taxonomies and the ways they divide the natural and cultural world and comparing these to other systems of classification

Elaboration (1) ACLFWU194

understanding what lexical and grammatical resources and processes are available to build language, for example, linguistic resources and analogies from neighbouring languages, speakers, archival material

Elaboration (1) ACLFWU195

analysing the authenticity of historical sources used in language building and discuss the strengths and limitations of these

Elaboration (1) ACLFWC067

interacting with the teaching team and visiting Elders/community speakers using appropriate protocols such as respect terms, behaviour and forms of address, including, for example, using assigned kinship roles

Elaboration (1) ACLFWC068

participating in action games and songs by matching actions to words

Elaboration (1) ACLFWC069

responding to and using routine classroom language, for example, ‘sit down’, ‘stand up’, ‘listen!’ ‘look this way’, ‘tidy up’ in the target language

Elaboration (1) ACLFWC070

listening to an Elder/community speaker sharing knowledge about Country/Place and recording key information

Elaboration (1) ACLFWC071

presenting information about the target language region, for example, in relation to animals, plants, food, artefacts, using modelled sentences, matching captions to pictures and filling in gaps

Elaboration (1) ACLFWC072

participating in shared reading of traditional and contemporary stories, responding through mime, drawings with captions, matching captions to images, dance, play-acting and other forms of expression

Elaboration (1) ACLFWC073

creating own stories by sequencing a series of pictures with captions or by creating a storyboard with labels, using modelled language and repetitive phrases

Elaboration (1) ACLFWC074

translating and explaining in English the meaning of target language words, phrases and gestures used in everyday contexts and situations

Elaboration (1) ACLFWC075

creating bilingual texts for the immediate environment, for example, school/classroom signs

Elaboration (1) ACLFWC076

identifying self as belonging to a family, class or peer group, representing these relationships through captioned pictures or photos or by creating digital presentations

Elaboration (1) ACLFWC077

comparing aspects of the lives of children in their own communities with those of children in target language communities as represented in digital images, video clips, IndigiTUBE and stories, for example, comparing ways of playing games, eating food, …

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