Dissect to ascertain and examine constituent parts and their relationships; break down or examine in order to identify the essential elements, features, components or structure; determine the logic and reasonableness of information; examine or consider something in order to explain and interpret it, for the purpose of finding meaning or relationships and identifying patterns, similarities and differences.
The audience is the intended group of readers, listeners or viewers for the task.
Australian Curriculum, Assessment and Reporting Authority (ACARA)
Under the ACARA Act, ACARA’s functions include: developing and administer a national school curriculum; developing and administering national assessments; collecting, managing and analysing student assessment data and other data relating to schools and comparative school performance; facilitating information sharing arrangements between Australian government bodies in relation to school data; and publishing information relating to school education, including information relating to comparative school performance.
Texts or materials produced for ‘real-life’ purposes and contexts as opposed to being created specifically for learning tasks or language practise.
Combined Curriculum and Assessment Framework for Languages (CCAFL) The CCAFL Framework (2021) provides the structure and elements that will be common to all Australian CCAFL Languages developed for students who have typically already studied the language for approximately 200 hours. It represents the foundation for the development of language-specific materials and state-based curriculum and assessment for these CCAFL Languages
A sentence with more than one clause. In the following examples, the subordinate clauses are indicated by square brackets: I took my umbrella [because it was raining]; The man [who came to dinner] is my brother.
A grammar structure that is compound, composite, characterised by an involved combination of parts: He has eaten his cake already.
A real, simulated, or imaginary situation. Knowledge of the language as a system and the relationship between language and culture will inform the language used in any given context.
create meaning in [Language]
Creating meaning in [Language] refers to any language that students generate themselves in spoken, visual or written form. When creating meaning in [Language], students present information, experiences, opinions and ideas through a range of interactions, text types, styles of writing and media. Creating meaning in [Language] is not limited to particular contexts, purposes or audiences, and includes language for all student products.
Culture is understood as a framework in which things come to be seen as having meaning. It involves the lens through which:
- people see, think, interpret the world and experiences
- make assumptions about self and others
- understand and represent individual and community identity.
Culture involves understandings about ‘norms’ and expectations, which shape perspectives and attitudes. It can be defined as social practices, patterns of behaviour, and organisational processes and perspectives associated with the values, beliefs and understandings shared by members of a community or cultural group. Language, culture and identity are understood to be closely interrelated and involved in the shaping and expression of each other. The intercultural orientation to language teaching and learning is informed by this understanding.
Concept that influences all interaction, analysis and creation in the language learned in this course.
Common set of norms and established standards shared by members of a group, to which each person is expected to conform
Common set of beliefs and principles shared by a group
Audio, visual or multimodal texts produced through digital or electronic technology. They may be interactive and include animations or hyperlinks. Examples of digital texts include DVDs, websites and e-literature.
Well-acquainted; thoroughly conversant with; well-known from long or close association; often encountered or experienced; common; of materials, texts, skills or circumstances; having been the focus of learning experiences or previously encountered in prior learning activities.
Words or expressions which are commonly used in fixed patterns and learned as such without grammatical analysis. For example: How are you?
Topics related to the student’s personal world, for example, a sense of self, personal values, opinions, ideas, aspirations and relationships with others, individuality and group affiliation as well as aspects of Australian and target language society.
Showing a clear and usually original understanding of a complicated problem or situation.
Is the ability to think, behave and create meaning to communicate effectively with people across cultures
Elements that organise how a language works, including the systems of signs and rules; such as, phonological, syntactic, semantic and pragmatic that underpin language use. These systems have to be internalised for effective communication and comprehension.
Consideration of how people and events influence change, and how people respond to opportunities and challenges; contributions, achievements and influence of target-language speaking individuals or groups in society.
A vocabulary used to discuss language conventions and use; for example, language used to talk about grammatical terms such as sentence, clause, conjunction; or about the social and cultural nature of language, such as face, reciprocating, register.
mediate between languages
To move between different linguistic and cultural systems, referencing own first language and culture while learning to use and to understand those of the target language.
A text which involves two or more communication modes; for example, the combining of print, image and spoken text in film or computer presentations.
The reason for undertaking the task and the aims for communication in a particular context.
How people manage social responsibilities and influence decisions that affect individuals or groups within society.