Annotated Content Descriptions | English Year 7 LANGUAGE/CULTURAL CONTENT DESCRIPTIONS TEACHING STRATEGIES CONSIDERATIONS Language Language variation and change EAL/D students may not understand Highlight the contexts in which this the unwritten cultural kind of language may and may not be Understand the way language evolves ‘boundaries’ around where and when one can use used. to reflect a changing world, text language (for example, in online particularly in response to the use of forums, or mobile phone messaging). new technology for presenting texts and communicating (ACELA1528) Accents and their sociocultural Explicitly the implications of Language for interaction implications may be difficult for accents, idioms and styles of speech. Understand how accents, styles of EAL/D students to distinguish for Support students with revision of speech and idioms express and create several years. Some students may idioms and explain their origins. personal and social identities never be able to distinguish between Explain the class structure that can (ACELA1529) more closely linked accents (such as underlie the social identity of Standard Australian English and New different types of speech. Zealander or American and Canadian). Idioms are expressions particular to cultures and are difficult to understand and remember for those not from that culture. Language for interaction The use of appraisal is linked to Employ strategies such as word clines linguistic and cultural understandings to explicitly demonstrate the Understand how language is used to around the of words and strength and inference that words evaluate texts and how evaluations ‘weight’ what they insinuate. carry. about a text can be substantiated by reference to the text and other Students in the Beginning and Discuss evaluative language in texts sources and other social criteria Emerging phases of language being read and how authors choose (ACELA1782) learning will still be developing a these deliberately to convey a point basic vocabulary and may not of view. understand the nuances between Use classroom strategies that will word choices. develop EAL/D students’ evaluative language.
Annotated Content Descriptions | English Year 7 CONTENT DESCRIPTIONS LANGUAGE/CULTURAL CONSIDERATIONS TEACHING STRATEGIES Language Language variation and change Understand the way language evolves to reflect a changing world, particularly in response to the use of new technology for presenting texts and communicating (ACELA1528) EAL/D students may not understand the unwritten cultural ‘boundaries’ around where and when one can use text language (for example, in online forums, or mobile phone messaging). Highlight the contexts in which this kind of language may and may not be used. Language for interaction Understand how accents, styles of speech and idioms express and create personal and social identities (ACELA1529) Accents and their sociocultural implications may be difficult for EAL/D students to distinguish for several years. Some students may never be able to distinguish between more closely linked accents (such as Standard Australian English and New Zealander or American and Canadian). Idioms are expressions particular to cultures and are difficult to understand and remember for those not from that culture. Explicitly the implications of accents, idioms and styles of speech. Support students with revision of idioms and explain their origins. Explain the class structure that can underlie the social identity of different types of speech. Language for interaction Understand how language is used to evaluate texts and how evaluations about a text can be substantiated by reference to the text and other sources and other social criteria (ACELA1782) The use of appraisal is linked to linguistic and cultural understandings around the ‘weight’ of words and what they insinuate. Students in the Beginning and Emerging phases of language learning will still be developing a basic vocabulary and may not understand the nuances between word choices. Employ strategies such as word clines to explicitly demonstrate the strength and inference that words carry. Discuss evaluative language in texts being read and how authors choose these deliberately to convey a point of view. Use classroom strategies that will develop EAL/D students’ evaluative language.
EALD-English-Pre-primary-to-Year-10.DOCX