About this resource:
The nature of the learners
These years represent a transition to secondary school and students in this pathway are continuing to study Korean, bringing with them a capability to communicate with some assistance about their immediate world and Korea. They have experience in analysing the major features of the language system and in considering intercultural exchanges and their role in these.
Korean language learning and use
Learners use Korean for classroom interactions and transactions in a variety of tasks in different modes that involve spoken and written Korean. They have extra opportunities to use Korean by a purposeful integration of the use of virtual communication. They present, explain, and compare information, opinions or ideas, on their current interests or topics drawn from other learning areas, practising language forms and developing cultural understanding, working both independently and collaboratively. They use primarily modelled and rehearsed language for planning, problem-solving, decision-making and reflecting, with increasing personal and original use of vocabulary, and experiment with known grammatical forms and structures to use them with increasing independence in familiar and unfamiliar contexts. They explore and reflect on their own and others’ intercultural perspectives and practices.
Contexts of interaction
The primary context for interaction remains the Korean language class; however, there may be opportunities for interacting with peers in Korea and with other learners of Korean, for example, through technology or sister-school relationships. Learners may have extra access to Korean speakers through media and community events and resources.
Texts and resources
Learners work with a broad range of texts and resources specifically designed for learning Korean in school contexts, such as textbooks, readers, videos and online materials including those developed for computer-supported collaborative learning. They may also access authentic materials created in Korean for general audience within Korea as well as in international contexts, with subtitles as necessary, such as songs, stories, films, websites, advertisements and magazines.
Features of Korean language use
Learners expand their range of vocabulary to domains beyond their personal interests. They use a range of grammatical forms and structures to convey more complex relationships between ideas and events, developing awareness of how language structures and features build up textural features. They use descriptive and expressive language including onomatopoeic and mimetic words to create expressive effects and interests. They pronounce sounds at syllable boundaries with increasing accuracy, applying relevant Korean pronunciation rules. They are increasingly aware of connections between language and culture, noticing, for example, politeness expressed in cultural practices as well as embedded in Korean grammar and vocabulary systems, and the choices of polite language determined by age and social relationships. They reflect on how language changes with social cultural changes and on their own language and culture. They have increasing awareness of their identity as users of two or more languages and reflect on the impact of intercultural experiences on identity-shaping.
Level of support
Learners need continued scaffolding, modelling and material support particularly at the paragraph and entire text level for written language and for developing fluency and accuracy in spoken language. Explicit instruction of grammatical features and modelling will be effective for their development of metalanguage use and expansion of metalinguistic knowledge of Korean. Learners are encouraged to be autonomous and to self-monitor in task-based activities integrated with implicit form-focused learning approach. Learners continue to use dictionaries with teacher support with increasing independence and to access word lists, charts and examples to enrich their receptive and productive language use.
The role of English
Korean is increasingly used at this level for classroom interactions and routines, for task participation and structured discussions, and encouraged to be used for learning new content drawn from other learning areas as long as its conceptual demand and complexity is within students’ linguistic scope in Korean. English continues to be used for more complex elements of instruction and explanations, and for more substantive discussion, analysis and reflection in relation to abstract concepts. Learners continue to develop a metalanguage for thinking and talking about language, culture and identity and the experience of learning Korean.
About this record:
http://rdf.australiancurriculum.edu.au/elements/2018/05/da4c381c-0fd4-4292-8f81-b6717c796780.rdf