Sociolinguistic competence questioning for clarification as needed negotiating meaning understanding and using the language of persuasion experimenting with the register of texts (tone, language, audience), developing appropriate use for audience and purpose initiating, sustaining and ending conversations in casual and formal contexts identifying the organisation of thoughts and ideas within SAE texts (rhetorical patterns) developing and using anxiety reduction strategies Sociocultural understandings and skills identifying register variations between familiar, semi-formal and some formal contexts recognising some common cultural references recognising some irony, and how humour is created using culturally accepted politeness conventions in listening, speaking and written protocols recognising cultural variations in acceptance of novice and expert knowledge understanding cultural differences in eye contact and personal space identifying cultural variations in symbolism, classification and gender behaviours Texts Teachers will use an array of material in class. Texts are drawn from familiar to increasingly unfamiliar settings, using language that ranges from the everyday language of personal experience to common subject-specific and some abstract terminology. Texts provide important opportunities for learning about aspects of human experience and intercultural understandings. Texts are structured for particular purposes: for example, to retell, to instruct, to entertain, to explain and to argue. Teachers may select whole texts or parts of texts, depending on units of study, cohorts and levels of difficulty. Texts for the English as an Additional Language or Dialect Foundation course include fiction and non-fiction texts and texts which support language or dialect acquisition: fiction – novels, short stories, fables, fairy tales, plays, poems, song lyrics, movies, television shows, comic books, computer games non-fiction – biographies, autobiographies, journals, essays, speeches, reference books, news reports, documentaries, photographs, diagrams media texts – newspaper articles, magazine articles, editorials, websites, advertisements, documentaries, photographs, television programs, radio programs everyday texts – recipes, instructions, diagrams, timetables, notices, blogs, movies, television shows, comic books, computer games, manuals workplace texts – reports, minutes, application forms, safety regulations, email, resumés, letters of application, thanks, invitation, complaint, opinion written or spoken texts – dialogues, speeches, monologues, conversations, radio programs, interviews, lectures, stories of origin
Sociolinguistic competence questioning for clarification as needed negotiating meaning understanding and using the language of persuasion experimenting with the register of texts (tone, language, audience), developing appropriate use for audience and purpose initiating, sustaining and ending conversations in casual and formal contexts identifying the organisation of thoughts and ideas within SAE texts (rhetorical patterns) developing and using anxiety reduction strategies Sociocultural understandings and skills identifying register variations between familiar, semi-formal and some formal contexts recognising some common cultural references recognising some irony, and how humour is created using culturally accepted politeness conventions in listening, speaking and written protocols recognising cultural variations in acceptance of novice and expert knowledge understanding cultural differences in eye contact and personal space identifying cultural variations in symbolism, classification and gender behaviours Texts Teachers will use an array of material in class. Texts are drawn from familiar to increasingly unfamiliar settings, using language that ranges from the everyday language of personal experience to common subject-specific and some abstract terminology. Texts provide important opportunities for learning about aspects of human experience and intercultural understandings. Texts are structured for particular purposes: for example, to retell, to instruct, to entertain, to explain and to argue. Teachers may select whole texts or parts of texts, depending on units of study, cohorts and levels of difficulty. Texts for the English as an Additional Language or Dialect Foundation course include fiction and non-fiction texts and texts which support language or dialect acquisition: fiction – novels, short stories, fables, fairy tales, plays, poems, song lyrics, movies, television shows, comic books, computer games non-fiction – biographies, autobiographies, journals, essays, speeches, reference books, news reports, documentaries, photographs, diagrams media texts – newspaper articles, magazine articles, editorials, websites, advertisements, documentaries, photographs, television programs, radio programs everyday texts – recipes, instructions, diagrams, timetables, notices, blogs, movies, television shows, comic books, computer games, manuals workplace texts – reports, minutes, application forms, safety regulations, email, resumés, letters of application, thanks, invitation, complaint, opinion written or spoken texts – dialogues, speeches, monologues, conversations, radio programs, interviews, lectures, stories of origin