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• VCTRU083

  Understand that variations in the use of spoken and written Turkish relate to social roles, communities and contexts, and consider how and why these differ from similar variations in the use of Australian English

  Elaborations

  • identifying protocols associated with the use of language, body language and gestures when using Turkish which are different to those used by people from other language backgrounds, for example, kissing hands, avoiding crossing legs or putting hands in pockets when in the company of elders
  • tracking variations in language use among different community or social groups, identifying how they reflect cultural values, hierarchies or relationships, for example, language used between members of sporting or interest groups
  • discussing the use of Avustralya Türkçesi among people in different contexts, for example, the use of words such as ‘yep’, ‘mate’, shoplar, ‘you know’ within sentences in Turkish, for example, at local events such as festivallerdeki duyurular, satıcıların dili, camide imamın konuşması
  • comparing style, register and grammatical choices adopted in spoken, written or digital versions of an interaction such as a greeting, announcement or apology, for example, özür dilerim/affınıza sığınırım, naber(nbr)/nasılsın
  • understanding why older Turkish speakers and government officials are more likely to use loan words from Persian and Arabic compared to younger generations in social contexts, for example, the use of teferruat instead of ayrıntı, or tercüme instead of çeviri, müracaat for başvuru

  VCTRU083 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCTRU119

  Understand that the Turkish language and associated cultures shape and are shaped by each other in ways that change over time and across contexts, and that cultural experience, values and identities are reflected in language

  Elaborations

  • tracking changes in Turkish language and ways of communicating over different times and contexts, identifying concepts and values that are differently expressed at different times
  • analysing Turkish language media texts such as notices or advertisements which use representations of culture in different ways, for example, by referencing either traditional or contemporary attitudes or values
  • comparing wordings of texts such as public signs or community announcements which reflect cultural expectations or priorities, for example, duyurular, ilanlar, Bu fırsat kaçmaz!, Son dakika haberi!
  • explaining the significance of single Turkish words that reflect complex cultural concepts that are difficult to translate, such as saygı, mecburiyet, sorumluluk, görev, comparing with expressions in Australian English that are similarly difficult to translate, such as mateship or the bush
  • developing metalanguage for thinking and talking about cultural expression and representation, for example, bakış açısı, değerler, görüntü, klişe, dahil etmek, dışında bırakmak
  • comparing superstitions in Turkish and English, for example, Ayakkabılarınızdan biri ters olarak durursa, hastalık gelir, Ocak ayının birinci günü evine gelen kişi ya da ilk gördüğün kişi sana uğur veya uğursuzluk getirebilir and ‘breaking a mirror brings seven years of bad luck’; considering possible origins, how they reflect cultural experience and whether they stay relevant across time and cultural change
  • examining how cultural values are reflected in Turkish song lyrics, poems, idioms and expressions, for example, tanrı misafiri, misafir odası, kırk fırın ekmek yemen lazım, gel kim olursan ol gel

  VCTRU119 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCTRU118

  Investigate changes to Turkish over time and across contexts, reflecting on changes in their personal use of the language

  Elaborations

  • identifying changes in their ways of communicating in Turkish due to the influence of factors such as technology, social media, peer influence and intercultural experience, for example, the use of acronyms, emoticons, ‘selfies’ and abbreviations in text messaging such as nbr (ne haber), tmm (tamam), slm (selam), kib (kendine iyi bak), bye (güle güle) and aeo (allaha emanet ol)
  • finding evidence of cross-cultural influences in Turkish and Australian English, for example, the use of words such as Anzaklar, bumerang, bay bay and Aborijini in Turkish and ‘Gallipoli’, ‘young Turks’, ‘doner’, ‘coffee’, ‘kebab’ and ‘kiosk’ in Australian English
  • analysing texts such as the Turkish national anthem, istiklal marşı, investigating the origins of loan words such as şafak, istiklal, çehre
  • investigating changes in communication styles due to influences from other languages and cultures in contemporary forms of Turkish expression, for example, the use of words such as, enteresan, genetik, avantaj, çare, and otoban, identifying existing equivalent terms such as ilginç, kalıtımsal, fayda/üstünlük, çözüm and otoyol
  • collecting examples of words, expressions or gestures used by their grandparents or parents but less frequently used among people in their age group, for example, nâfile, derya, zat-ı ali, sultanım, hazretleri, cihanda sulh, reflecting on reasons for such changes
  • investigating how Turkish uses word derivation tools to create new words that reflect social or cultural change or innovation, for example, the use of gün- in günce, the use of yaz- to create yazgı, yazılım, yazıcı, yazışma and yazdırım
  • comparing variations in language forms and modes of expression in different Turkish-speaking regions and countries, such as Azerbaijan or Cyprus
  • identifying how language change reflects social, political and historical influences and events, for example, the change of Turkish script firstly to Arabic during the Ottoman period under the leadership of the sultans and then to modern Turkish script under the leadership of Atatürk

  VCTRU118 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCTRU084

  Understand that Turkish and other languages and cultures continuously change over time, identifying influences such as education, changing values, new technologies and intercultural exchange

  Elaborations

  • identifying key factors in the ongoing process of change that characterises all languages and cultures, for example, teknoloji, küreselleşme, iletişim, sosyal medya ve popüler kültür, providing examples of how the Turkish language continues to grow, change and adapt in response to these influences, for example, yazıcı, fare, genel ağ, klavye, ekran
  • exploring how the use of Turkish language and the representation of Turkish culture in different media have changed over time, for example, by comparing old Turkish films and commercials in historical and traditional settings with contemporary films or news channels
  • identifying differences in interaction patterns and forms of expression and cultural representation that suggest shifts in cultural values and practices, for example, nesiller arası ilişkiler, kadın-erkek eşitliği, sınıf ayrımı
  • identifying changes to language that reflect changes in social relationships and community attitudes, for example, the use of the word eş, Müdüre Hanım to reflect women’s rights, and engelli instead of özürlü, which reflects changing attitudes towards people with disability
  • identifying how political leaders and language policies can change or promote particular values and beliefs, for example, the change of Turkish script first to Arabic during the Ottoman period under the leadership of the sultans and then to modern Turkish script under the leadership of Atatürk
  • understanding different ways of forming new words, phrases and expressions in Turkish, for example, tarayıcı, yoldaş and demlik through the use of suffixes -daş, -lik and -cı

  VCTRU084 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCTRU114

  Understand and apply features of the Turkish sound and writing systems, including pronunciation and spelling patterns, to produce different types of texts and to participate in extended interactions

  Elaborations

  • recognising and applying the vowel elision rule to suffixes of multisyllabic words, understanding how this is related to the spelling and pronunciation of words, for example, oğul-oğlu, burun-burnu, beyin-beyni, göğüs- göğsü and karın-karnı
  • using homophones such as gül, yüz, dolu, yaz, kır, ekmek, Pazar, ben, aç and çay in spoken and written texts, and learning how homophones affect meaning in sentences and in familiar idioms, for example, Gülü seven dikenine katlanır, Güle güle gidin and Gülmekten kırılıyordum
  • developing understanding of and applying the principles of word stress when pronouncing unfamiliar words and phrases, for example, stressing the first syllable of each word in the sentence Atatürk, cumhuriyeti kurdu
  • developing a glossary of ICT terms and meanings, and using these in their own sentences and texts, for example, bilgisayar, fare, yükleme/indirme, ağ, e-posta, biligisayar korsanı, yazıcı and aktarma
  • varying the use of tone for emphasis during extended interactions and to contribute to the cohesion of longer spoken texts

  VCTRU114 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCTRU085

  Explore how the Turkish language and associated cultures, like all languages and cultures, are interrelated, how they shape and are shaped by each other in ways that change over time

  Elaborations

  • tracking changes in Turkish language and communicative practices over different times and contexts, identifying concepts and values that are differently expressed in the language at different times
  • analysing how and why Turkish-language community and media texts such as advertisements or notices use different representations of culture, for example, choosing traditional or contemporary references or images, or using terms from English or other languages
  • comparing examples of wording in texts such as public signs or announcements, which reflect cultural expectations or priorities, for example, duyduk duymadık demeyin, sayın yolcular, insaniyet namına
  • analysing core cultural concepts reflected in the Turkish language, such as saygı, sevgi, mecburiyet , sorumluluk, görev, dürüstlük, and discussing whether they can be expressed in English
  • finding traditional Turkish values and cultural references such as Türk misafirperverliği in everyday language, for example, using rica ederim, başka bir arzunuz var mı? Başımızın üstünde yeriniz var, Ne zahmeti canım!
  • identifying perspectives or values reflected in Turkish song lyrics, poems, idioms and expressions, such as Kırk fırın ekmek yemen lazım, Saçlarımı süpürge ettim, tanrı misafiri, misafir odası, şöhret için, Gel kim olursan ol gel, and comparing them with values expressed in similar text types in Australian English

  VCTRU085 | Languages | Turkish | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCTRU116

  Know how to construct different types of texts to suit different contexts, purposes and audiences, incorporating appropriate cultural elements

  Elaborations

  • identifying the intended purpose and audience of particular texts by analysing language features and text structures, such as colourful and persuasive language in advertisements compared to economical, factual language in product labelling or signage; and applying their understanding to the composition of their own texts
  • discussing the significance of particular types of texts that reflect cultural values or priorities, such as language and interactions associated with celebrations, for example, the use of dialogue and oath in Andımız and Gençliğin Atatürk’e Cevabı, or the adoption of terms from other languages in various expressions of popular culture such as artık trend topik olamayacağım
  • analysing persuasive texts such as advertisements, slogans or speeches, recognising the use of rhetorical devices and emotive language to engage the intended audience
  • composing spoken and written versions of a particular text type, such as an instruction or observation, to demonstrate how text mode determines selection of language features and text structure
  • identifying ways that texts achieve cohesion, for example, by explaining the effects of paragraphing or cohesive devices used to sequence and link ideas and maintain the flow of expression, for example, konu cümlesi, giriş, gelişme ve sonuç paragrafları, ‘İlk olarak, Bununla beraber, Bu nedenle’ gibi bağlaçlar
  • using knowledge of characteristic elements of particular types of texts to make meaning of unfamiliar content, for example, by recognising terms associated with time or place in airport announcements, or by ‘reading’ images as well as written text in advertisements

  VCTRU116 | Languages | Turkish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCVIC024

  Create imaginative texts in multimodal and digital forms that draw on past experiences or future possibilities, for a range of purposes, such as self-expression or engagement, and for a range of audiences

  Elaborations

  • illustrating and captioning imaginative stories in different formats, such as cartoons, photo stories, or video clips of own role-plays or acting, and using descriptive and emotive language to engage the audience, for example, tuyệt vời, nhân từ, hiền lành, duyên dáng; buồn, vui, thú vị, nhàm chán
  • creating new aspects of a text, such as a new character or setting or an alternative ending, or adapting characters, events and endings to new settings and contexts
  • creating and performing a short play or recording a video clip to reflect on a situation at home or school or while on holidays, such as good/bad days at home, embarrassing/interesting holiday experiences, or achievements/activities/discipline cases at school
  • composing and presenting a range of texts, such as stories, role-plays or video clips, about future possibilities, for example, a new species, space travel, a superhero in 2030, or a future scenario for a sustainable community, locating them in time, place and circumstances
  • creating a range of texts to entertain particular audiences, for example, songs, skits, cartoons, video clips, graphic stories and children’s books for young Vietnamese learners

  VCVIC024 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCVIC028

  Reflect on own sense of identity and discuss ways in which identity is expressed in intercultural communication

  Elaborations

  • discussing how being bilingual allows them to present ‘self’ to others in particular ways, for example, as ‘Vietnamese’ or ‘Vietnamese Australian’
  • reflecting on the role of language in expressing identity, considering when, with whom and why they use different languages and whether their own identity changes when they use different languages
  • observing how they communicate with one another, their teachers and families, noticing if there are any changes in the way they see themselves in different contexts, for example, Khi nói chuyện với gia đình tôi cảm thấy mình là người Việt nhưng khi nói chuyện với bạn bè tôi lại cảm thấy mình là người Úc
  • reflecting on choices made to present self to others in particular ways when interacting across cultures, noticing differences in the way they communicate, think and behave in different contexts

  VCVIC028 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCVIC175

  Participate in a range of collaborative activities that involve transactions and require negotiation and management of different opinions or behaviours

  Elaborations

  • negotiating arrangements, considering alternatives and reaching shared decisions, for example, Cuối tuần này có nhiều phim hay lắm, thời tiết cũng thích hợp để đi bơi nữa, các tiệm quần áo lại đang giảm giá, nhóm mình muốn làm gì? Thôi mình lo đi mua đồ trước đi vì các tiệm chỉ giảm giá có ba ngày thôi, coi phim và đi bơi để tuần sau cũng được mà. Các bạn có đồng ý không?
  • role-playing formal or informal negotiations, such as resolving a disagreement between parents and children or teacher and students, for example, Ba mẹ ơi, con muốn đi làm thêm cuối tuần. Không cần thiết đâu, con nên tập trung lo học đi. Ba mẹ có thể cho con thêm tiền tiêu vặt nếu con cần. Nhưng mà con muốn đi làm thêm để có kinh nghiệm và tiếp xúc với nhiều người. Thôi được, ba mẹ sẽ cho con đi làm thêm nếu điều đó không ảnh hưởng đến kết quả học tập của con. Thưa cô, vì máy vi tính bị hư nên em chưa làm bài xong, cô có thể cho em nộp bài ngày mai được không?
  • collaborating to organise and participate in real or simulated shopping experiences such as a class shopping centre, a flea market or a garage sale, using rehearsed language for negotiating, bargaining, exchanging or returning goods, for example, Có thể giảm giá cho học sinh được không? Tôi có thể trả lại đồ được không nếu lỡ làm mất hóa đơn mua hàng? Cái máy tính bảng (tablet) này không gọi điện thoại được, cô có thể đổi cái mới cho tôi được không?
  • making individual purchasing decisions by comparing items from a range of suppliers for features such as price, country of origin, quality, capacity for recycling, reliability, warranty and safety, for example, Tôi hay mua đồ điện tử ở tiệm đó vì chất lượng cao mà giá cả lúc nào cũng rẻ hơn các tiệm khác. Những vật liệu này có thể tái chế được không? Đồ hiệu tuy có chất lượng cao và nhìn đẹp nhưng rất mắc, không phù hợp với túi tiền của học sinh

  VCVIC175 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCVIC180

  Create a range of imaginative texts in different formats, including multimodal and digital formats, for a range of audiences, contexts and purposes

  Elaborations

  • composing reviews in response to artworks, songs, films or stories, discussing themes, characters and language use
  • creating print or digital stories that reflect Vietnamese practices, values and beliefs, such as Vietnamese New Year celebrations, eating etiquette, filial piety, or belief in the importance of education, presenting an issue or situation related to Vietnamese communities
  • creating a range of texts, such as stories, songs, skits or comics, considering main characters, themes, settings and plots, for diverse audiences, for example, children, peers, parents, teachers and social or interest groups
  • writing scripts and performing role-plays or plays that reflect own perspectives on Vietnamese values and practices, such as own view of traditional filial piety and value of education in the modern context
  • composing own imaginative texts, such as animated stories, games or short films, with different settings, characters and events, using a range of devices for effect, and reflecting on values and practices across cultures
  • creating own imaginative texts, such as dialogues, poems, songs or short stories, using an array of cues, for example, pictures, gestures, music and language, to convey different emotions such as love, happiness, excitement, frustration and sadness

  VCVIC180 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCVIC018

  Initiate and sustain face-to-face and online interactions with peers and adults to share personal opinions, and compare ideas and experiences on familiar topics such as friendship, leisure activities, teenage life and special events

  Elaborations

  • asking and responding to questions to share and discuss opinions on familiar topics such as friendship, leisure activities, teenage life and special events, for example, Bạn thấy ngày hội thể thao ở trường mình năm nay thế nào? Tốt lắm, năm nay các bạn thi đấu tốt hơn năm rồi. Bạn thích nghe loại nhạc nào? Tôi thích nghe nhạc trẻ
  • using strategies to sustain actual and virtual conversations by further exploring peers’ perspectives on topics of discussion, for example, Bạn thấy phim này hay như thế nào? Tại sao bạn thích ca sĩ Đức Tuấn? Còn có lý do nào khác không?, developing a shared view to enhance understanding or to confirm own opinions, for example, Có bạn thì thích đi ra ngoài chơi, có bạn thì thích ở nhà coi phim. Các bạn khác thì thích phim hành động, còn tôi thì thích phim tình cảm, and elaborating on own ideas, for example, Tôi thích phim này vì nội dung thú vị, cảnh đẹp, diễn viên đẹp và đóng hay
  • describing and comparing personal experiences, for example, Đường phố ở Singapore rất sạch sẽ và đẹp. Tôi thích đi Mỹ vì ở đó có nhiều hàng hóa đẹp và rẻ. Cuối năm rồi gia đình tôi đi Nhật chơi nhưng mà lạnh quá, không đi ra ngoài nhiều được. or, của, hoa đào nở khắp nơi đẹp lắ
  • comparing and discussing with others their future plans and aspirations, and their personality, including strengths and weaknesses, for example, Tôi muốn học đại học, còn bạn thì sao? Tôi muốn trở thành giáo viên. Bạn thấy tôi có thích hợp với nghề dạy học không? Còn bạn thích làm nghề gì? Tính tình tôi vui vẻ nhưng hay nói thẳng nên cũng dễ làm bạn bè giận. Ước gì tôi cũng thông minh và siêng năng như bạn

  VCVIC018 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCVIC026

  Produce bilingual resources in multimodal and digital forms for the school and local community, such as travel brochures, comics, blogs or video clips, considering the role of culture when transferring meaning from one language to another

  Elaborations

  • creating tourist brochures or itineraries for young Australian travellers to Vietnam, supplying key words, phrases and information about cultural behaviours, for example, Bao nhiêu tiền? Xin cho biết phòng vệ sinh ở đâu. Làm ơn chở tôi đến nhà hàng/khách sạn/phi trường, xin lỗi, cám ơn, đừng ôm hôn khi chào
  • creating a glossary that includes culture-specific terms or expressions in Vietnamese and explanations in English, for example, tết Nguyên đán, tết Trung thu, lễ Vu lan, rằm tháng Giêng, chúc mừng năm mới, trăm năm hạnh phúc
  • producing a booklet of Vietnamese idioms and proverbs with equivalent expressions in English, for example, xa mặt cách lòng (‘Out of sight, out of mind’), có chí thì nên (‘Where there’s a will there’s a way’), Một giọt máu đào hơn ao nước lã (‘Blood is thicker than water’)
  • composing bilingual texts for specific audiences and purposes, for example, a Big Book or game for young Vietnamese learners, invitations to a class/social event or posters for a performance, a program for a cultural event, or a brochure about the school for a visiting group of exchange students, recognising that meanings need to be tailored to audience, purpose and cultural perspectives

  VCVIC026 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCVIC025

  Translate and interpret texts from Vietnamese into English and vice versa, compare different versions of translations, explore differences and identify strategies to overcome challenges in translation

  Elaborations

  • explaining the terms used to describe common features of schooling in Vietnam, for example, terms related to the curriculum or to assessment and reporting, such as chương trình, sách giáo khoa, bài kiểm tra, học bạ, bằng cấp, and comparing these with similar terms used for Australian schooling
  • translating simple school documents into Vietnamese, considering language choices and cultural expressions to suit a particular audience, such as Vietnamese parents
  • translating and interpreting short texts, such as announcements, advertisements, articles, reports, or extracts from stories or films, considering audience and context, and reflecting on how cultural elements are encoded in common words and expressions, for example, use of family terms, titles, and terms of address such as anh, chị, cô, chú, tôi and em
  • interpreting and translating a range of texts from English into Vietnamese and vice versa, using and evaluating translation resources such as web-based translation tools and print and digital dictionaries
  • comparing and discussing various translations (including print and electronic translations, own and peers’ translation work) of common words, phrases, expressions and texts, explaining the reasons for possible differences and similarities, selecting the most appropriate version and negotiating any necessary adjustment
  • identifying and applying translation strategies used in bilingual texts to manage the translation of difficult words and concepts or instances of non-equivalence, for example, expanding descriptions or explanations, providing examples to assist meaning, or connecting to context to identify the appropriate meaning if a word can have different meanings or interpretations, for example, cà phê đậm (‘strong coffee’) but người khỏe mạnh (‘a strong person’); thời tiết nóng nực (‘hot weather’), vấn đề gây tranh cãi (‘a hot issue’) and khu vực nguy hiểm (‘a hot zone’)
  • examining and interpreting idiomatic expressions, for example, đẻ bọc điều, có chí thì nên, dạy con từ thuở còn thơ, including expressions that cannot be translated literally and culturally specific terms such as chữ hiếu, tôn sư trọng đạo, and discussing possible equivalent terms in English

  VCVIC025 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCVIC020

  Contribute to shared learning experiences and structured discussions relating to the learning of Vietnamese language and culture, clarifying understanding, elaborating on opinions, and expressing agreement or disagreement

  Elaborations

  • asking and responding to open-ended questions about learning activities or strategies, for example, Bài làm về nhà cho môn tiếng Việt là gì vậy? Cô giáo dặn mình phải đọc và trả lời câu hỏi cho bài Tết Trung Thu. Mình phải làm sao để phân biệt được các dấu trong tiếng Việt? Thì bạn phải ráng tập nghe, tập đọc và tập viết cho nhiều
  • using appropriate discussion protocols such as inviting others to contribute to discussions or provide feedback on own ideas, respecting others’ opinions, and providing evidence to contradict, challenge or rebut alternative views in a polite manner if necessary, for example, Bạn nghĩ sao? Các bạn có đồng ý với mình không? Bạn thấy mình trả lời như vậy được chưa? Cảm ơn bạn đã góp ý cho mình. Bạn nói đúng lắm. Bạn giải thích rõ ràng và hợp lý lắm. Bạn nói có lý nhưng tôi nghĩ rằng… Hay là mình thử làm thế này/cách khác xem sao?
  • corresponding with peers via an educational social network, using reflective and evaluative language to reflect on aspects of the Vietnamese culture and their Vietnamese language learning, for example, Người Việt coi trọng gia đình và giáo dục, nhờ vậy mà trẻ em Việt Nam rất ngoan ngoãn và chăm học. Tôi thấy học tiếng Việt khó nhất là làm sao phân biệt các dấu. Nhờ ba mẹ bắt tôi phải nói tiếng Việt với gia đình từ nhỏ nên bây giờ tôi mới giỏi tiếng Việt

  VCVIC020 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCVIC184

  Reflect on own cultural identity and how it is both shaped by and influences ways of communicating, thinking and behaving

  Elaborations

  • making decisions about relevant information to be included in a cultural identity profile to exchange with non-Vietnamese speakers, for example, deciding what personal details to include such as age, gender and salary, depending on contexts, purpose and relationships
  • reflecting on choices made to present self to others in particular ways or to conceal aspects of identity when interacting across cultures; and noticing differences in the way they communicate, think and behave in different contexts
  • exploring how individual ways of communicating, thinking and behaving help shape views of own cultural identity, for example, why a Vietnamese-Australian teenager who speaks English better than they do Vietnamese and understands more about Australian culture than Vietnamese culture may view themselves as more Australian than Vietnamese
  • comparing and contrasting a Vietnamese and Australian experience, such as a celebration, and considering how their own and others’ identity may shift according to the context

  VCVIC184 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCVIC179

  Explore a range of traditional and contemporary forms of art, literature and entertainment, by analysing values, purposes and language techniques, and discussing issues and themes

  Elaborations

  • viewing and/or listening to different forms of traditional and contemporary Vietnamese arts and entertainment, such as painting, photography, (water) puppetry, dance, music, theatre and cinema, and discussing how practices and beliefs may have changed over time, for example, comparing tranh dân gian Đông Hồ with tranh sơn dầu; dân ca with nhạc trẻ; cải lương/ kịch with phim; and trò chơi dân gian with trò chơi điện tử
  • discussing common features of forms of entertainment, for example, analysing technical effects such as sound effects and background music, lighting, scenery, costumes or make-up, and narrative effects such as what makes an engaging plot and inspiring characters
  • comparing how common themes such as love, friendship, beauty, home, happiness and success are represented in traditional and contemporary Vietnamese arts and entertainment
  • recognising how characters’ feelings and attitudes are expressed through language, such as use of language features such as emotive language, for example, hạnh phúc, vui mừng, phấn khởi, buồn bã, cô đơn, xót xa, bồi hồi
  • discussing with peers how social context and cultural values influence a writer’s representation of issues and topics, for example, how the author’s background or concept of filial piety shapes the characters’ reactions and decisions in regard to their relationships
  • comparing the values, beliefs, attitudes, emotions and language of characters in traditional and contemporary Vietnamese arts and entertainment, analysing how values have changed over time and explaining possible reasons for these changes, for example, contrasting the original story Sự Tích Ông Táo with its modern comedy version
  • analysing the use of images, sounds, gestures and language in songs, films and performances to explain how they convey Vietnamese cultural values and practices

  VCVIC179 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCVIC181

  Translate and interpret texts for different audiences and contexts, and explore how cultural concepts, values and beliefs are represented differently in Vietnamese and English

  Elaborations

  • viewing English-language films with Vietnamese subtitles (and vice versa), evaluating the effectiveness of the translations and explaining associated cultural aspects
  • reading short texts and excerpts from a range of informative, personal and literary texts, identifying cultural elements and reflecting on how they are encoded differently in Vietnamese and English, for example, the use of family terms, titles and terms of address (cô, chú, anh, chị, em)
  • analysing and discussing similarities and differences and cultural influences in common Vietnamese and English idiomatic expressions, for example, Có chí thì nên = ‘Where there’s a will there’s a way’, Đừng có trông mặt mà bắt hình dong = ‘Don’t judge a book by its cover’, đẻ bọc điều = ‘To be born with a silver spoon in one’s mouth’, Dạy con từ thuở còn thơ = ‘Strike while the iron is hot’
  • translating written expressions associated with politeness and social behaviours in Vietnamese, for example, opening and closing of formal/informal letters with phrases such as Kính thưa giám đốc, Ba mẹ kính yêu/Bạn thân mến/Em yêu, Thân/Thân mến/Thương mến/Thân chào/Trân trọng kính chào, and comparing them with standard expressions in English, such as ‘Dear …’, ‘Yours sincerely/faithfully’, ‘Kind regards’/‘Regards’
  • experimenting with translating idiomatic expressions and proverbs as well as a range of short texts that involve cultural elements, exploring how to convey meaning and cultural significance in Vietnamese and English, and recognising that the translation of expressions, idioms and proverbs requires both literacy skills and cultural knowledge to mediate between languages
  • translating a range of texts, such as advertisements, speeches, songs, and story or film extracts, and examining the appropriateness of translation for specific audiences and contexts

  VCVIC181 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCVIC182

  Create bilingual texts in multimodal forms, including digital, that reflect aspects of culture and language for a variety of Vietnamese and Australian audiences

  Elaborations

  • creating programs for Vietnamese cultural events, including footnotes in English to explain key words, for example, tết Nguyên đán, tết Trung thu, lễ Vu lan, rằm tháng Giêng
  • creating a range of bilingual texts, such as advertisements, announcements and recipes, for different audiences and contexts, and discussing ways of expressing concepts in each language
  • creating bilingual ‘survival guides’ on language and etiquette in the form of brochures or slideshow presentation for visitors to Vietnam or Australia, and providing advice for specific scenarios, for example, at the airport, hotel, supermarket, restaurant or tourist attraction
  • creating bilingual texts in multimodal forms, including digital, that explain Vietnamese and Australian cultural practices, for example, tục lệ ngày Tết, đám giỗ, đầy tháng, thôi nôi, and New Year, Christmas, birthday or Australia Day activities
  • translating children’s stories from English into Vietnamese and vice versa, and discussing how to maintain original meaning when tailoring texts to different audiences and cultural backgrounds
  • adapting classic Australian stories for young Vietnamese readers, and explaining language and setting choices

  VCVIC182 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCVIC019

  Participate in planning and decision making for social and cultural events, negotiating options, explaining, justifying, solving problems and completing transactions

  Elaborations

  • participating in collaborative planning and decision making to organise actions and events such as group research, class excursions, school performances or social events, and negotiating options to reach agreement, for example, Lớp mình muốn đi tham quan viện bảo tàng hay sở thú? Chúng mình nên tham gia biểu diễn văn nghệ cho trường bằng cách hát hay múa? múa quạt hay múa nón? mặc áo dài hay áo bà ba? Bài hát này chậm quá, mình nên đổi qua bài hát ‘Mừng Xuân’ nghe vui hơn
  • raising an issue relating to the organisation of an event, such as not having enough space or doing too much cooking for parties at home, and negotiating a solution such as having a barbecue in the backyard, for example, Sao mẹ không làm sinh nhật cho ba ở nhà? Mẹ sợ nhà mình chật chội và mẹ không có thời gian nấu nướng. Vậy thì mẹ làm BBQ ở vườn sau đi, vừa có chỗ rộng rãi, vừa đỡ mất công nấu nhiều món
  • making transactions in authentic, simulated or online situations, such as purchasing clothing items or electronic devices or selecting electrical appliances with regard to energy efficiency, using rehearsed language for persuading, negotiating, bargaining, exchanging or returning goods, for example, Có thể giảm giá không? Tôi lỡ làm mất biên nhận rồi, có thể trả lại đồ được không? Tôi không thích màu đen, cô làm ơn đổi lại cái Ipad màu trắng cho tôi
  • participating in virtual scenarios related to travelling to Vietnam, such as booking, changing or confirming a flight, booking tours or accommodation, or exchanging currency, for example, Mỗi tuần có mấy chuyến bay đi Việt Nam? Tôi muốn đặt vé đi Việt Nam ngày 20 tháng 12. Xin hỏi tôi cần đặt cọc trước bao nhiêu tiền? Khi nào thì cần trả hết tiền? Khách sạn Quê Hương đây, xin hỏi quý khách cần gì ạ? Gia đình tôi muốn đặt hai phòng đôi cho bốn người, từ ngày 20 đến 27 tháng 12. Một trăm đô Úc đổi được bao nhiêu tiền Việt Nam?

  VCVIC019 | Languages | Vietnamese | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising