Elaborations

• recognising how they communicate with each other, their family, teachers and other adults, identifying differences in behaviour and language and explaining why this happens
• reflecting on the experience of becoming bilingual or multilingual, considering what advantages this brings and whether it impacts on identity
• creating a digital profile of aspects of their identity, for example, family, background, interests, membership of the Greek language class
• discussing which groups they belong to, for example, family, class, learners of Greek and making connections and comparisons between own cultural perspectives and those of different cultural groups
• interacting with teachers, other Greek speakers and class friends, and noticing aspects of speech, behaviour and actions that are the same as or different to their own