About this resource:
The nature of the learners
Students extend their knowledge of language structures and text organisation through reading and viewing authentic material and discussing how to apply new learning to their own communication. They explore the nature of their dual identities and bilingual capabilities.
Chinese language learning and use
Students are immersed in Chinese language, exploring issues related to youth culture and topics of educational and social relevance. They begin to make connections and comparisons with the experiences of other young Chinese speakers and with those of other cultural groups in Australia. They also consider their own place in Australia and the nature of the relationship between Australia and the Chinese-speaking world.
Contexts of interaction
Contexts for interaction extend beyond the school and home environments to include increased engagement with students’ local communities, in particular with older generations.
Texts and resources
Students engage with a variety of texts, including dictionaries and online translation tools, local print and digital media, and abridged bilingual versions of classic and contemporary literature and their film and TV adaptations.
Features of Chinese language use
Students participate in discussions, debates and presentations on local and global issues and initiate inquiry into topics of interest. They extend their writing skills to include more informative and objective language and write in more formal genres, such as articles and reports. They develop their skills in analysing characters and recognising word and clause boundaries in extended text. Students explore the influence of English on their own communication in Chinese, both in pronunciation and in linguistic structures, and the role of code-switching in their daily language use. They share ideas about how they can contribute to Australian society through maintaining their bilingualism and through establishing a more stable identity where they are interculturally and intraculturally aware.
Level of support
Correct Chinese language use continues to be modelled by the teacher to support students’ Chinese oracy and literacy development. Glossaries, vocabulary lists, dictionaries and online translation tools are used to support comprehension.
The r ole of English
Classroom interaction occurs in Chinese. English is used when required for comparison or to explore complex ideas related to language, culture and concepts from other learning areas.
About this record:
http://rdf.australiancurriculum.edu.au/elements/2018/05/6113f8d2-bb59-490e-83a2-019036763405.rdf