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Elaboration (3) ACLINC110

finding ways to represent culture-specific expressions — for example, geography (‘suburb’, RW/RT, tanah air), food (‘wheat/dairy free’, halal, gurih), and values (‘equality’, gotong royong) — such as by adding a brief description or explanation, for example, …

Elaboration (3) ACLINC111

creating bilingual texts to convey information and instructions to others, for example, a car park ticket, a health brochure/announcement, or instructions for a computer game

Elaboration (3) ACLINC112

monitoring, recording and reflecting on intercultural experiences, examining aspects that were unexpected, comfortable or uncomfortable, successful or unsuccessful, and considering possible reasons for this

Elaboration (3) ACLINC113

monitoring own language use and identity across a range of intercultural interactions, such as by using a blog or journal, and considering own views about being a learner and user of Indonesian

Elaboration (3) ACLINU115

specifying what is being referred to, for example, yang ini, yang itu

Elaboration (3) ACLINU116

analysing and comparing textual features across cultures, for example, the convention of apologising at the opening and closing of formal Indonesian speeches, and showing humility in an Indonesian job application

Elaboration (3) ACLINU117

making connections between aspects of language use and the identity of participants, for example, Muslim expressions such as Insya’ Allah, Puji Tuhan, Syukur, Alhamdullillah

Elaboration (3) ACLINU118

investigating how the language of texts in public spaces, such as signs and graffiti, can reflect opinions, values and beliefs, including controversial or political ideas, for example, reformasi

Elaboration (3) ACLINU119

appreciating that language use can reflect and express cultural identity; that multiple languages exist in both Indonesia and Australia, including Indigenous languages; and that many people are multilingual and value this capability as an integral part …

Elaboration (3) ACLITC001

understanding single words and simple phrases, and indicating comprehension through actions such as pointing to an object, selecting a picture card or flashcard to demonstrate the phrase heard, and matching games in digital form, for example, personal …

Elaboration (3) ACLITC002

making simple choices, based on given options, for example, Vuoi leggere questo? Giochi dentro o fuori?

Elaboration (3) ACLITC004

participating in class activities and following instructions, for example, Siediti/Sedetevi, per favore. Apri il quaderno. Chiudi la porta, Tira la palla

Elaboration (3) ACLITC005

responding to questions eliciting specific details about participants, objects (size, colour) or events, for example, C’è il gatto? Sì/no. C’è il treno? Sì/no. È verde? Sì/no. Il treno è rosso? Sì/no. La pasta è buona? Sì/no

Elaboration (3) ACLITC006

sequencing pictures to describe events, guided by the teacher

Elaboration (3) ACLITC007

sharing feelings about a book/video clip by participating in simple ‘reviews’, writing their names under one of the following statements: Mi piace; Mi piace molto; Non mi piace

Elaboration (3) ACLITC009

demonstrating and explaining specific gestures used in Italian

Elaboration (3) ACLITC011

expressing reactions to using Italian, for example, ‘I like it when …’ or ‘That word sounds like …’

Elaboration (3) ACLITU014

observing gender in patterns of naming, for example, Paolo/Paola, Alessandro/Alessandra

Elaboration (3) ACLITC020

describing things and routines, for example, La camicia è rossa/nuova/piccola. A pranzo mangio ..., bevo ...

Elaboration (3) ACLITC023

asking for repetition, for example, Non ho capito, Puὸ ripetere?

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