About this resource:
The nature of the learners
Students are beginning their study of Indonesian and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, some have proficiency in different home languages and bring existing language learning strategies and intercultural awareness to the new experience of learning Indonesian. Students’ textual knowledge developed through English literacy learning supports the development of literacy in Indonesian. Skills in analysing, comparing and reflecting on language and culture in both languages are mutually supportive. Students may need encouragement to take risks in learning a new language at this stage of social development and to consider issues of how the experience impacts on their sense of ‘norms’ associated with their first language and culture.
Indonesian language learning and use
Learners use Indonesian in a range of classroom interactions and experiences. They read and listen to texts, and apply modelled language in creating their own texts, such as scripts, messages and stories. Learners draw on their literacy in their first language and their understanding of features of a range of text types to predict meanings and create texts in Indonesian, for example, emails, advertisements and instructions. They develop grammatical knowledge and language awareness through paying close attention to texts, comparing languages, and applying their knowledge in language exercises and tasks.
Learners consider fundamental concepts associated with Indonesian such as the diversity of peoples, religions, geography and languages. They explore the notion of Australia and Indonesia being neighbours, and compare aspects of environment, lifestyle and practices in both cultures. Learners use a range of processes, such as observing, comparing and reflecting on language use. They develop a metalanguage for discussing language and culture. They may monitor and reflect on their language and culture learning through discussions, a journal or shared digital space.
Contexts of interaction
The Indonesian language class is the main context for learning, with use of Indonesian for routines and structured interactions with peers and teachers. With teacher guidance, learners may communicate with Indonesian peers through information and communication technologies. They may encounter ideas about Indonesia outside of the classroom, such as in the media that they bring to their learning.
Texts and resources
Learners will be exposed to a range of personal, informative and imaginative texts, both spoken and written. They will engage with commercial, teacher-generated and authentic texts such as advertisements, greeting cards, songs, stories and notices, including in digital form. Some authentic texts will be used to analyse language use, for example, recipes, conversations, comic strips, excerpts from films (with subtitles) and television programs. Learners may interact with Indonesian speakers such as peers, teacher assistants or community members, both face to face and through technologies.
Features of Indonesian language use
Learners are introduced to the written and spoken forms of Indonesian, noticing that it uses the same alphabet as English but with some differences in pronunciation. They become familiar with a base word system with prefixes. Learners are introduced to word order and simple sentence construction. They begin to develop a sound knowledge of vocabulary, particularly terms related to people, places and things in their immediate world.
Level of support
Learners rely on teacher talk, instruction, modelling, feedback, and structured opportunities for practising and understanding new language. Supports include word lists/dictionaries, visual organisers, images and gesture. Learners may collaborate with peers in structured pair and group tasks that have clear roles and expectations. Learners require regular opportunities to monitor and evaluate their language and culture learning.
The role of English
Learners’ repertoire in their first language far exceeds that in Indonesian and English is used as a scaffold and as a medium of instruction. It is likely that English will be used for explanations, discussions and analysis of the language system and cultural meanings in texts. Indonesian is used for routine exchanges and classroom interactions.
About this record:
http://rdf.australiancurriculum.edu.au/elements/2018/05/17eeeec3-c96b-4b23-8c8d-4037fab893c1.rdf