• reflecting on their experiences of giving oral presentations and considering ways to improve their delivery
  • developing language to support and extend discussion and debate, for example, by inviting opinions or further elaboration, clarifying or justifying their own statements, responding to others’ perspectives and using reflective language
  • providing encouragement or critical feedback to others in constructive ways
  • reflecting on the usefulness of particular learning tasks, discussing their comparative language and literacy development in the language and in English, and documenting their use of their language in school, for example, through recorded notes in a reflective journal
  • identifying and comparing learning strategies that have supported the study of their language in the school context, for example, learning vocabulary and language structures associated with different domains of language use
  • discussing the advantages of being literate in the language and being bi-literate or multi-literate
  • developing the language of reflection