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- Western Australian Curriculum
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- Languages
- Australian Curriculum Languages
- Aboriginal Languages - Australian Curriculum
- Aboriginal Languages - Australian Curriculum
- Aboriginal Languages - Second Language
- Years 7-8 Second Language Syllabus
- 7-8 Content Descriptions - Understanding language and culture
7-8 Content Descriptions - Understanding language and culture
Understanding systems of language
apply knowledge of conventions of spoken [Language] to enhance fluency, and respond to and create texts, in familiar and some unfamiliar contexts
- reading aloud for meaning using appropriate intonation, stress and tone to demonstrate comprehension of sound-symbol relationships
- adjusting and applying intonation for statements, questions, exclamations and instructions
- applying pronunciation of unique [Language]-specific sounds such as consonants, consonant blends and pure vowel sounds and diphthongs
- using their knowledge of alphabetic conventions for Aboriginal languages and Torres Strait Islander languages to transcribe spoken texts from [Language]
- recognising that not all consonant, vowel and diphthong sounds in Aboriginal languages and Torres Strait Islanders languages can be accurately represented by the Roman alphabet
- developing metalanguage to describe and talk about sounds and phonology, such as the articulation categories in Aboriginal languages and Torres Strait Islander languages, for example, the shape of the mouth and lips, the position of the tongue in relation to teeth, palate and air passage, and rolling or trilling of the tongue
- investigating sound patterns such as consonant and vowel sequences, for example, allowable word-final sounds, consonant clusters and minimal pairs such as dh as in dhana and d as in dana; ng as in ngaya and n as in naya or equivalent patterns and combinations in [Language]
apply understanding of grammatical structures and features to compose and respond to texts
- understanding that the vocabulary and language structures and features of Aboriginal languages and Torres Strait Islander languages are varied, multifaceted and complex, and connected with Country/Place and Peoples
- understanding case and case marking on nouns, pronouns and adjectives, and completing an information-gap activity using correct case in context
- understanding and explaining verb morphology and how verbs can be derived from nouns, and vice versa, comparing with similar processes in English and/or other known language(s)
- identifying the rules of the different categories of verbs, for example, verb-stem morphology such as to sit, sitting, sat or equivalent in [Language] as appropriate, including compound verbs and reduplicated verbs
- understanding and applying agreement with transitive and intransitive verbs, using verb-linking devices
- understanding that some Aboriginal languages and Torres Strait Islander languages have marker word(s) that function as markers to express to make, to do, to become, to be and to feel; to link transitive and intransitive verbs; and can be used to link Person to Country/Place
- applying the complex system of affixes such as prefixes for short bound pronouns placed to show thanks, if appropriate, in singular, dual and plural or to place an object or person in a location; and suffixes for having, in need or want of, similar to, like or equivalent in [Language]
- adding suffixes to form tenses such as past, present and future in a table or word chart
- using suffixes to show locations, for example, next to …, on, near, by, close by, or equivalent in [Language]
- understanding that in certain situations verbless clauses, sentences and expressions are appropriate, for example, in informal exchanges
- expressing when, how, where, for example, time – beforehand, afterwards, too late, originally; manner – politely, respectfully, greedily; attitude – in a worried way, in a silly way, and place – there, here, behind, down, or equivalent in [Language]
- using expressions of frequency – each day; repetitive actions – persistently, a few times; immediacy – at once and duration – for a while, or equivalent in [Language]
- using attitudinal words, particles and interjections, for example, terms expressing endearment, embarrassment, shame or pity
- structuring and linking clauses for cohesion and sequencing of action, events, etc.
- understanding and applying the rules and functions of reduplication that may emphasise the meaning of a word, change the emphasis or change the meaning of a word, for example, fast if repeated can mean very fast; blue if repeated can mean black; stomach if repeated can mean doctor
reflect on similarities and differences between [Language] and English language structures and features, using metalanguage
- comparing [Language] and English language use in similar situations and in texts with similar content, for example, many Aboriginal languages and Torres Strait Islander languages have subject+object+verb structure or no fixed structure where meaning is conveyed by use of marker word, while English has a consistent subject+verb+direct/indirect object structure
- developing metalanguage for identifying and explaining different types of sentence structures relating to grammatical functions such as subject, object and predicate, and comparing with English
- understanding and observing that texts have different purposes, for example, to entertain, to inform or to persuade different audiences
- understanding that differences of language use may reflect cultural perspectives, for example, the setting where the interaction/discussion is occurring, the gestures and hand signs used in an oral text, or following cultural protocols when addressing an Elder
- investigating the use of gestures and hand sign language such as hand signals in their community, and in relation to spoken language, and comparing this with English and other languages
- comparing non-verbal elements of communication, such as the use of silence or eye contact in different cultural contexts and exchanges
- identifying and using aspects of text organisation when developing both oral and written texts to develop or present ideas
- discussing grammatical and lexical contrasts between [language] and English and/or other known language(s), for example, the figurative use of language, and vocabulary associated with specialised domains
- recognising the format and stylistic conventions of different texts, such as addressing an audience in formal and informal speeches, letters, emails and signing off
- analysing how texts in [Language] and English establish register by identifying words and expressions that suggest degrees of formality, audience and context
- discussing ways that songs and storytelling function to adjust and evolve language and meaning while retaining the essence of the song or story, in ways similar to the place/role/function of literature in other cultures
Understanding the interrelationship of language, culture and identity
reflect on how language conveys cultural knowledge, practices and norms
- acknowledging that there are cultural norms related to interaction between genders, for example, men’s business and women’s business if appropriate
- using culturally-appropriate protocols when engaging with and learning from First Nations Peoples and communities, for example, understanding that permission and consent of the Custodians of language and land must be sought when visiting their Country/Place
- researching the concept of kinship, moieties, traditional marriage Lore, matriarchal and patriarchal systems
- acknowledging the role and importance of advocacy and government policy in supporting the maintenance and development of language and culture
- understanding how aspects of traditional culture and society have been preserved through [Language], and discussing the importance of maintaining and strengthening Aboriginal languages and Torres Strait Islander languages, for their speakers and for all Australians
- identifying Keeping Places for language texts, such as in the community or national archives, understanding that each First Nations person inherits language as part of their birthright, along with membership of a particular group and attachment to Country or Place, and that they become Custodians and owners of land, waters, sky and language
- understanding the importance of intergenerational collaboration and passing down of knowledge in keeping languages strong and discussing associated challenges
- explaining how stories, songs and dances link First Nations Peoples groups and nations
- acknowledging that Indigenous Cultural and Intellectual Property (ICIP) rights must be respected and applied when using First Nations traditional resources for their language work
reflect on and explain how identity is shaped by language(s), culture(s), and Country/Place, and how these impact on communication
- explaining the role of language in relation to culture and identity, and in passing down knowledge, such as sustainable care of the environment, rules for living, ways of behaving, spiritual and cultural functions, and histories
- reflecting on ways the [Language] community classifies natural and cultural worlds, and comparing these with other indigenous and western systems of classification
- understanding that culturally-significant attitudes and beliefs conveyed through [Language] are related to the past, to land, plants, animals and celebrations
- analysing concepts related to cultural values in [Language], including naming systems, such as kinship terms and nicknames
- identifying and discussing core cultural concepts reflected in Aboriginal languages and Torres Strait Islander languages, such as respect, avoidance, reciprocity, obligation and responsibility
- considering how and why [Language] speakers use particular conversation strategies such as indirect language to avoid conflict
- reflecting on ways culture is interpreted by others, for example, identifying how stereotypes influence perceptions among different groups and communities