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Elaboration (1) ACLFWC140

noticing similarities and differences between the language and English/other known languages in relation to cultural elements, such as the names of foods and animals particular to the climate and environment; and in cultural practices, such as sharing …

Elaboration (3) ACLFWC162

comparing observations about how interactions in the language feel different to interactions in English and other known languages, identifying different ways of socialising or communicating that seem to be culture-specific

Elaboration ACLFWU166

interpreting kinship charts to identify kin terms for wider family groupings, and comparing these with terminology used in other languages and cultures, for example, for maternal versus paternal grandparents, the presence or absence of birth order na …

Elaboration (2) ACLFWU194

investigating/understanding protocols for filling gaps and extending semantic domains in the language, including protocols for borrowing from other languages, for creating words by analogy and drawing from within the resources of the language, and discussing …

Elaboration (11) ACLFWU195

investigating programs and initiatives that serve to maintain and strengthen language use, for example, school languages programs, bilingual education, research programs, recording and archiving material, websites, databases and documentaries

Elaboration (2) ACLFWU079

noticing that compared to English and other known languages some words may be left out (ellipsis), or must be included or repeated in phrases and sentences, for example, “(it) went”, “big (dog) ate (it)”

Elaboration (3) ACLFWU079

becoming aware how word order may differ from English or other known languages, for example, noun + qualifier vs qualifier + noun, ’child happy’ vs ’happy child’

Elaboration (2) ACLFWC089

discussing young people’s interests and preferences in different contexts, such as favourite activities, foods, television programs, computer games, how they get to school, leisure activities at different times of the year, languages they speak at ho …

Elaboration (2) ACLFWC096

creating bilingual texts for the classroom and the school community, for example, posters, songs and online newsletter items, discussing with others how to represent meaning in different languages for different audiences

Elaboration ACLFWU102

interpreting kinship charts to identify kin terms for wider family groupings and comparing these with their own languages and cultures, for example, maternal versus paternal grandparents, presence or absence of birth order names

Elaboration (2) ACLFWU129

investigating programs and initiatives that maintain and strengthen language use, for example, school languages programs, bilingual education, research programs, recording and archiving of material, the creation/development of websites, databases and …

Elaboration (1) ACLARU152

understanding that many words in Arabic are borrowed from indigenous languages of the Arabic-speaking world, such as Assyrian, Aramaic and Syriac, Phoenician and Berber, for example, أب؛ رأس؛ دم؛ أخ؛ أخت؛ شمس؛ لسان؛ أنا؛ أنت؛ هو؛ نحن؛ كلب؛ بيت؛ سمع؛ كتاب …

Elaboration (4) ACLARU016

recognising that many words in Arabic are borrowed from indigenous languages of the Arabic-speaking world such as Aramaic, for example, أب؛ رأس؛ دم؛ أخ؛ أخت؛ شمس؛ لسان؛ أنا؛ أنت؛ هو؛ نحن؛ كلب؛ بيت؛ سمع؛ كتاب, and that many colloquial words, for example, …

Elaboration (2) ACLFRU036

exploring how and why some languages have more words related to particular things than other languages do, for example, Australian-English words associated with surfing (‘bomb’, ‘barrel’, ‘tube’, ‘snaking’), or French words for different kinds of breads …

Elaboration ACLINU050

noticing how Indonesian is influenced by other languages and cultures, such as the influence of foreign languages in words for food, music and sport, for example, wortel, bakso, kriket, tenis, musik pop, musik klasik

Elaboration (3) ACLCLU041

researching how Latin evolved into its modern descendants, the Romance languages, and comparing words, such as numbers, duo (Latin) – deux (French) – due (Italian) – dos (Spanish) – doi (Romanian) – dois (Portuguese), or words such as ‘hand’ or ‘friend’ …

Elaboration (2) ACHASSK064

examining the symbolism of flags (for example, the Australian, Aboriginal and Torres Strait Islander flags) and recognising special occasions when they are flown (for example, all three flags are flown during NAIDOC Week, National Reconciliation Week, …

Elaboration (1) ACHASSI080

exploring and sharing, through a facilitated role-play, the experiences and/or feelings of different people involved in a past event (for example, the points of view of Aboriginal People, convicts, guards, women and children on settling at Botany Bay) …

Elaboration (1) ACHASSI100

analysing visual and written sources to infer relationships (for example, examining photographs to see how people responded to droughts in enterprising ways; interpreting maps of Aboriginal and Torres Strait Islander trade routes to propose how ideas, …

Elaboration ACHASSK107

investigating colonial life to discover what life was like at that time for different inhabitants (for example, a European family and an Aboriginal or Torres Strait Islander language group, a convict and a free settler, a sugar cane farmer and an indentured …

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