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• VCEALA685

  Talk about cultural differences related to communication

  Elaborations

  • identifying and talking about differences between home language and English at text, sentence and word levels
  • noticing and discussing differences in non-verbal aspects of communication, such as stance, proximity, gestures, eye contact

  VCEALA685 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA641

  Check and/or confirm the meaning of unfamiliar words using a bilingual dictionary

  Elaborations

  • using a bilingual dictionary to find an English equivalent for a word known in home language, or vice versa
  • recording spelling, meaning and translations of new words in a personal vocabulary list

  VCEALA641 | Curriculum content | English as an Additional Language (EAL) | Level C2 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA411

  Make own translation of specific words and help other home language speakers to check context or match concepts

  Elaborations

  • inferring the meaning and translation of new words based on context and previous learning in home language
  • assisting same language peers through English and shared languages by explaining words and concepts

  VCEALA411 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA274

  Select suitable books to read

  Elaborations

  • skimming part of a book to check for familiar English content, images, size, amount of print and layout, before making a selection
  • comparing books with those previously read, in order to predict the suitability of topic, language, length and structure

  VCEALA274 | Curriculum content | English as an Additional Language (EAL) | Level B1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA721

  Use home language resources such as bilingual dictionaries to improve range and clarity of expression

  Elaborations

  • consulting print resources, such as bilingual dictionaries, charts, word lists, to develop vocabulary by looking up synonyms and antonyms
  • recording a vocabulary list that includes English, home language and details such as meaning, usage, related terms

  VCEALA721 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Writing | Cultural and Plurilingual Awareness

• VCEALA095

  Use sentence patterns from home language to communicate ideas

  Elaborations

  • using home language sentence patterns or word order, for example ‘the house white’, ‘I very like swimming’
  • formulating original utterances to communicate ideas and combining English vocabulary with home language sentence patterns

  VCEALA095 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA386

  Plan before writing

  Elaborations

  • recording notes or plans in home language and/or English, supported by a planning framework or mind map
  • asking teacher or peers to give feedback on a plan before commencing writing

  VCEALA386 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA040

  Use simple dictionaries and word charts

  Elaborations

  • referring to picture dictionaries or bilingual dictionaries in the classroom to check meaning or spelling
  • using words from classroom vocabulary charts when speaking or writing
  • keeping copies of vocabulary charts that include images, English and home language

  VCEALA040 | Curriculum content | English as an Additional Language (EAL) | Level A1 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALC481

  Negotiate meaning with supportive conversation partners

  Elaborations

  • asking for repetition or rephrasing of English instructions, explanations and questions
  • using some social formulas, such as ‘please’, ‘thank you’, to aid transactions
  • using circumlocution (talking around a topic) to support developing vocabulary

  VCEALC481 | Curriculum content | English as an Additional Language (EAL) | Level CL | Speaking and Listening | Communication

• VCELA155

  Understand that some language in written texts is unlike everyday spoken language

  Elaborations

  • learning that written text in Standard Australian English has conventions about words, spaces between words, layout on the page and consistent spelling because it has to communicate when the speaker/writer is not present

  VCELA155 | Curriculum content | English | Foundation Level | Writing | Language

• VCELA227

  Use visual memory to write high-frequency words and words where spelling is not predictable from the sounds

  Elaborations

  • writing sight words (because, said) and other words that cannot be sounded out phonetically (bird, phone) by drawing on knowledge of letter patterns, word shape and possible sequencing of letters in English (for example, jam is possible but not jxm)

  VCELA227 | Curriculum content | English | Level 2 | Writing | Language

• VCKOU131

  Recognise that languages change continuously and borrow words from each other

  Elaborations

  • recognising loan words originating from other languages, for example, 코알라, 캥거루, 펭귄, 초코렛, 아이스크림
  • identifying Korean words used in English contexts, for example, taekwondo, kimchi

  VCKOU131 | Languages | Korean | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCRAU050

  Recognise influences from other languages, such as regional and foreign languages

  Elaborations

  • noticing how the language is influenced by other languages and cultures such as words for food, music or sport
  • keeping a class record of borrowings from other languages
  • noticing the use of loan words from English in texts such as advertisements and television programs

  VCRAU050 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCVIU189

  Analyse the impact of media, technology, globalisation, migration and popular culture on Vietnamese language use in Vietnam and overseas

  Elaborations

  • discussing the influence of electronic ‘chat’ language on students’ literacy skills in Vietnamese and English
  • exploring how globalisation has resulted in the introduction of English words and expressions into Vietnamese, for example, the use of English terms for technology, such as CD, DVD, USB, video, TV, remote control, computer, laptop, internet and website, despite the existence of Vietnamese equivalents, or mixing English into the lyrics of contemporary Vietnamese popular music, and discussing the advantages/disadvantages of such influences
  • exploring the influence of popular culture on Vietnamese language spoken in Vietnam and overseas through the development of new vocabulary such as phong cách / thời trang Hàn quốc, truyện tranh Nhật Bản, nhạc RIB/hiphop
  • exploring the Vietnamese words used in Vietnam that are unfamiliar in Vietnamese-speaking communities in other countries, for example, bức xúc, vấn đề nổi cộm

  VCVIU189 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCARU118

  Recognise that Australia has speakers of many different languages, including Arabic, and that languages borrow words from one another

  Elaborations

  • understanding that the world contains many different languages and that many people around the world speak more than one language
  • recognising that Arabic has borrowed many words from English, for example, إنترنت؛ كومبيوتر؛ تلفاز , and that English has borrowed words from Arabic, such as ‘admiral’, ‘candy’, ‘coffee’, ‘cotton’, ‘genie’, ‘sugar’ and ‘sultan’
  • exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages

  VCARU118 | Languages | Arabic | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCASFC027

  Create bilingual versions of different types of texts, such as captioned recordings of Auslan phrases or classroom resources such as posters and digital displays

  Elaborations

  • creating captions in English for basic recorded signed texts, for example, a ‘welcome to the school’ video
  • creating bilingual texts for the classroom or school community, such as posters including signed images or digital library displays, and discussing how to represent meaning in different languages for different audiences
  • creating cards for use by younger children that contain pictures, labels and signs, for example, cards relating to different forms of transport
  • making their own bilingual picture dictionaries with English labels, images and simple descriptions of signs, identifying and categorising signs according to handshape

  VCASFC027 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCASFC225

  Create bilingual texts and learning resources to use in the classroom

  Elaborations

  • creating English captions for short recorded phrases in Auslan
  • creating digital glossaries of new sign vocabulary, which can be used to share their personal learning with family members
  • recording and transcribing into English some simple Auslan ‘identity stories’ filmed with members of the Deaf community
  • captioning examples of classmates’ work in Auslan, for example, simple short stories
  • creating translations of song lyrics for performance in Auslan
  • translating short, simple written or spoken texts into Auslan, for example, instructions for a game or procedures such as recipes

  VCASFC225 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCASFU052

  Explore variation in terms of the impact of other languages on Auslan across contexts and over time

  Elaborations

  • noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations of English words, for example, state names: S-A, N-S-W, V-I-C, T-A-S, and organisation names: N-A-B-S, W-A-A-D, N-S-W-A-D, D-C-S-S-A
  • creating lists of fingerspelled words which have become lexicalised, for example, HOW, BUT, ABOUT, FOR, and looking at how this process has changed the form of words over time
  • recognising that Auslan includes loan signs from Signed English, some of which were invented for Signed English (for example, TOY or DAD) and some that were from the southern dialect and incorporated into Signed English, for example, YELLOW
  • looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in formal and educational settings
  • explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and discussing reasons for such influence

  VCASFU052 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCASFU178

  Explore variation in terms of the impact of other languages on Auslan across contexts and over time

  Elaborations

  • noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations of English words, for example, state names: S-A, N-S-W, V-I-C, T-A-S, and organisation names: N-A-B-S, W-A-A-D, N-S-W-A-D, D-C-S-S-A
  • creating lists of fingerspelled words which have become lexicalised, for example, #HOW, #BUT, #ABOUT or #FOR and looking at how this process has changed the form of words over time
  • recognising that Auslan includes loan signs from Signed English, some of which were invented for Signed English (for example, TOY or DAD) and some that were from the southern dialect and incorporated into Signed English, for example, YELLOW
  • looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in formal and educational settings
  • explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and discussing reasons for such influence

  VCASFU178 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCEALA465

  Follow a simple writing process, including planning, drafting and revision

  Elaborations

  • talking to language peers in home language or English to generate and refine ideas before writing
  • recording structured notes or a plan in home language and/or English before writing, for example writing dot points under headings or filling in a planning template
  • revising writing using a range of resources, such as feedback from peers and teacher, model texts and checklists

  VCEALA465 | Curriculum content | English as an Additional Language (EAL) | Level B3 | Writing | Cultural and Plurilingual Awareness