Languages Other Than English

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Learning focus

As students work towards the achievement of standards at Pathway 1 Level 4, they develop an understanding of the speakers of the language other than English and the countries, regions and communities where the language is spoken. In preparation for Level 4 standards, students need to develop the knowledge and skills described in the progression measures.

Students are given opportunities to learn about the speakers of the language through the introduction of culturally relevant and age-appropriate stimulus materials, such as CD-ROMs and various digital media, videos, stories and guest speakers.

They understand that the language is used for communication, and that people outside their classroom also speak the language. They begin to understand that there are differences between the language and English. They become aware that there are various ways of doing things and that things are important for different reasons; for example, there are various special festivals at different times of the year, and that these are affected by geography and climate.

Students begin to use and respond to the language in the classroom, relating the language to what they see, hear and touch, and to topics related to self, home, family and to other classroom activities.

Through greetings, introductions, songs and other simple routines, students become familiar with the sounds of the language and clusters of words, and practise using the language. From the beginning, they hear words, phrases and basic sentences in use. Students are introduced to concrete language with repetitive patterns, and develop strategies for memorisation and comprehension. They start to interpret gesture and facial expressions, and use some of the non-verbal behaviour that is part of the language. As far as possible, students are immersed in hearing the language, whose meaning is made clear by:

• gestures (for example, indicating, touching)
• dramatisation (for example, role-playing, costume wearing, puppets, scenarios, imitating characters)
• singing (for example, acted parts, participation rhymes, choral practice)
• activities (for example, painting, Internet or multimedia games, digital learning objects, intercultural awareness games)
• conversing (for example, repeating teacher models, asking and answering scaffolded questions, identifying objects and their characteristics, using ‘here and now’ cues, labelling classroom and home objects)
• viewing (for example, video, graphic, visual and other stimulus material)
• dance.

Students participate in cooking, physical education, role games, painting, drawing, finger painting, puppet making and similar activities which locate the language in real communication contexts, hearing extended but simple stretches of the language and gradually using it themselves.

Students undertake the development of writing skills appropriate to the language being studied and communicate using explicit models with ongoing teacher support and scaffolding.

Standards

In LOTE Pathway 1, standards for assessing and reporting achievement are introduced at Level 4. Schools that provide language programs prior to Level 4 should refer to the LOTE progression measures which provide a typical sequence of second language development. The Levels 1, 2 and 3 learning focus statements provide advice for teachers about learning experiences that will assist students to work towards the achievement of the standards at Level 4.

Learning focus

As students work towards the achievement of standards in LOTE at Pathway 1 Level 4, they learn about culture in context from stimulus materials. They learn that there are different ways of doing things and to identify what is familiar and what is different in their own and other cultures. In preparation for Level 4 standards, students need to develop the knowledge and skills described in the progression measures.

Students start to understand and use the language other than English in structured situations and activities related to their local environment: self, family, home, classroom and community. To develop comprehension they respond non-verbally or by using key words or short phrases. They begin to use sets of words and sentences that are encountered frequently in the classroom, and to insert words into simple sentences. Students learn to recognise the printed form of familiar words that they have memorised. They begin to identify patterns and common elements in the language, and experiment with the language to express themselves.

As far as possible, students are immersed in hearing the language, whose meaning is made clear by gestures, dramatisation, singing, doing activities, conversing, viewing, etc. Students experiment with the language using words, phrases and basic sentences to express themselves. They begin to demonstrate understanding; for example, by using pictures, body language or gesture, performing actions or writing in the language. Students identify some common elements in the language that differ from, or are similar to, English and other languages with which they may be familiar.

Stimulus materials such as stories and readings, activities and games, multimedia resources, visual and graphic displays and Internet sites, encourage students to understand that the language is used normally for communication in these settings. Students are given opportunities to observe differences in the way the language sounds when used by different speakers, or in different contexts. They also identify features of communication, and where relevant, differences in dress, eating, greeting routines, ways of being polite and obvious cultural practices. They observe the processes of interpreting and translating.

Students continue to communicate by drawing on explicit models and with ongoing teacher support and scaffolding. They experiment with written or signed language and express themselves by approximating meaning.

Standards

In LOTE Pathway 1, standards for assessing and reporting achievement are introduced at Level 4. Schools that provide language programs prior to Level 4 should refer to the LOTE progression measures which provide a typical sequence of second language development. The Levels 1, 2 and 3 learning focus statements provide advice for teachers about learning experiences that will assist students to work towards the achievement of the standards at Level 4.

Learning focus

As students work towards the achievement of standards in LOTE at Pathway 1 Level 4, they begin to understand and use the language other than English in relation to their personal world, countries where the language is spoken (for example, its geography, history, aspects of shopping) and the world of the imagination. They begin to collect information in the language (for example, from the Internet or from modified texts). They start to explore the beliefs and lifestyles of people from other countries who now live in Australia. In preparation for Level 4 standards, students need to develop the knowledge and skills described in the progression measures.

Students consolidate previously learnt language and extend their personal vocabulary and knowledge of language structures. They read short texts, talk about daily life and adapt language that they know to new contexts.

They discern patterns and make connections between the language and English (and possibly other languages) and understand that there are rules, some of which are common across languages and some that are not.

Students experience a wide range of voices and settings where the language is used, including extended passages in both oral and written form; for example, simple stories, legends, songs and rhymes. They collect information about the settings, countries and regions where the language is spoken. Through this and other stimulus material, students are encouraged to reflect on life in these countries, as well as their own.

Students are encouraged to identify a range of natural contexts for the use of the language, and the specific features of communication in these contexts. They recognise the use of the language in information and communications technology applications and experience it in multimedia computer texts.

They make links between knowledge about relevant geography and history, or ways of thinking about specific topics/issues (for example, number systems, bargaining or haggling when shopping, the influence of social relationships) and their understanding of the language and its use.

They use simple software applications to demonstrate understanding of known vocabulary and structures. They participate in very simple interpreting and translating routines.

Students communicate relying on models and with ongoing teacher support and scaffolding. They experiment with language and express themselves by approximating meaning.

Standards

In LOTE Pathway 1, standards for assessing and reporting achievement are introduced at Level 4. Schools that provide language programs prior to Level 4 should refer to the LOTE progression measures which provide a typical sequence of second language development. The Levels 1, 2 and 3 learning focus statements provide advice for teachers about learning experiences that will assist students to work towards the achievement of the standards at Level 4.

Part A

Communicating in a language other than English

On completion of an initial period of learning, students of all LOTEs should be able to:

• repeat teacher-modelled use of the language
• participate in choral use of the language
• identify the names of visible objects and items from aural/visual cues
• introduce themselves, greet and farewell the teacher
• follow simple classroom directions
• recognise some culturally-specific gestures and body language, and demonstrate how these are used
• observe the process of interpreting and perform some of its simple features using single words or phrases.

Intercultural knowledge and language awareness

On completion of this period of learning, students of all LOTEs should be able to:

• demonstrate an understanding of some of the differences in how people eat and dress, sign and gesture, write and say things
• identify some of the relationships between selected letters, sounds or tones in the language compared to English or other familiar languages
• identify a cultural icon, geographic feature, famous building or cultural practice and make a simple statement about it in the language
• display an awareness of different ways of doing things in particular situations
• express their own preferences in the language, or by responding to cues given in the language.

Part B

Communicating in a language other than English

On completion of a second period of learning, students of all LOTEs should be able to:

• generate simple original sentences (including expressing likes and dislikes)
• introduce themselves, greet and farewell the teacher, and express thanks and apologies
• respond to simple questions about short songs, stories and rhymes
• extrapolate from familiar sounds, tone markers, signs, and so on, to spell new words
• write words/letters in context and in modelled sentences
• recognise some culturally-specific gestures and body language and integrate them into their own oral communications
• demonstrate the general characteristics of interpreting and translating in specific activities
• recognise variations in how people respond in daily situations and describe the values underpinning these responses
• recognise the use of the language in several media and information and communications technologies, and produce simple multimedia texts in the language
• demonstrate an understanding of variation in language use, depending on the audience and context.

Intercultural knowledge and language awareness

On completion of this period of learning, students of all LOTEs should be able to:

• express their own preferences or views and communicate meaning for their own purposes in the language
• name some colours, shapes, objects, places and people associated with a country where the language is spoken
• identify two or more places, features, famous buildings, landmarks or cultural practices in another society, and describe some aspect of these in simple sentences in the language
• recognise variations in how people respond in daily situations and describe the values underpinning these responses
• participate in the creation and maintenance of the language and cultural ambience in the classroom
• recognise the similarities and differences between languages; for example, in sentence structures.

Part C

Communicating in a language other than English

On completion of a third period of learning, students of all LOTEs should be able to:

• write simple sentences based on modelled examples
• listen to short, simple texts and show understanding
• use a dictionary in guided situations to find the meaning of simple words and to expand their vocabulary resources
• use substitution strategies to generate changed meaning
• understand new words introduced into familiar written texts, predicting from clues
• use basic structures in response to simple questions
• construct questions themselves using information from the answers they receive in structured situations
• appropriately integrate many culturally-specific gestures into their oral communication
• use simple software applications to demonstrate understanding of known vocabulary and structures
• participate effectively in very simple interpreting and translating routines.

Intercultural knowledge and language awareness

On completion of this period of learning, students of all LOTEs should be able to:

• demonstrate an understanding of culturally appropriate values, responses and patterns of behaviour in particular situations related to the topics being studied
• identify and use key features of the language, such as grammatical gender, tones, formal and informal modes of address
• compare and contrast like events in cultures which use different languages
• explore a topic of interest through the language
• develop revision materials for language rules and applications to share with other students.

Learning focus

As students work towards the achievement of standards at Pathway 1 Level 4, they learn about cultural differences associated with the language other than English. They understand that Australian life and culture are influenced by these different ways of life. They learn why there are similarities and differences between languages, and how these are related.

Students begin to understand and use the language within the world of their own experience and imagination, with some topics drawn from other domains, including exchanging simple personal information and opinions, and creating and performing short skits in the language. They start to read and locate items of information in short texts and to write short paragraphs.

Students make logical attempts to decipher meaning from written and spoken material and begin to use resources such as dictionaries. They learn strategies for retaining language information for later use in new applications and develop an understanding of how parts of the language system work. They approach language learning as a problem solving activity as they consciously consider aspects of grammar.

Activities may include guided role-plays; cross-cultural simulations; use of multimedia (such as for guided Internet searching, research, exploration or collaboration, real-time interviews, surveys and emails); performing skits; community information gathering; a family language record; keeping a personal journal; and producing brochures, guide books, charts and captions. Activities designed collaboratively with teachers in other domains can be extended through translation, cultural adaptation or interpreting, or aspects of the theme or topic can be presented, complemented or extended through the language.

Students learn to communicate by referring to a range of implicit and explicit models and by responding to teacher prompting. They begin to function in open-ended situations, allowing variation and extension of language applications. They learn to speak and write effectively for a range of purposes and audiences, approximating meaning and authentic language use within defined topics. Examples could include writing an email or simple story, and ordering in a café or asking for directions.

Standards

Communicating in a language other than English

At Pathway 1 Level 4, students participate in oral interactions to convey and receive information. Students demonstrate sound-discrimination effectively. In tone languages, students discern tone patterns in slowed speech.

Students show awareness of the language and cultural requirements related to a given topic; they adapt language and gesture appropriately for the role, audience and purpose of the discourse. They acquire and use new information and language, and recycle previously learnt language skills and knowledge in new contexts. They initiate and lead communication and respond to communication initiated by others.

Students apply their knowledge of word meanings, word associations and cognates to their own work.

Students organise and apply grammatical information and knowledge of words, conduct dictionary research, and work independently on defined projects using the language.

Intercultural knowledge and language awareness

Students demonstrate skills and knowledge in this dimension by the choices they make in formulating their response to, or use of, the language.

At Pathway 1 Level 4, students apply relevant conversational rules and expectations; for example, those related to politeness. They demonstrate understanding of cultural differences in writing conventions for specific discourse forms by producing equivalent items in another language.

Students demonstrate effective reflection on their language learning by sharing a learning strategy they use successfully, or by evaluating and improving a strategy they have tried. They interact with members of the language community in Australia as a means of extending their understanding of perspectives on the themes and topics studied in the classroom.

Students identify ways in which the language and culture has impacted on Australia and present information in written or oral forms in the language.

Learning focus

As students work towards the achievement of standards in LOTE at Pathway 1 Level 5, they develop their understanding that cultural diversity exists and that customs and traditions vary within countries and over time. They investigate the important elements that make up a language system and the particular functions of grammatical concepts, and learn that words may not have a direct equivalent in another language.

They begin to understand and use the language other than English within the world of teenage experience, on topics related to general interest, topics drawn from other domains and the world of learning. They start to exchange personal information, opinions, ideas, feelings and plans orally and through correspondence. They continue to adapt the language they use to suit the communication context, and practise managing shifts of topic and speaker. They explore the structure of texts and distinguish between major points and detail. Using various print and electronic resources such as dictionaries, reference books, CD-ROMS and websites, they locate and interpret information. They gain insight into the process of independent language learning.

Students reflect on culture and language, and the skills that can be acquired in intercultural understanding and language awareness. They begin to generalise and reflect on the relationship between languages and cultures beyond both English and the language being studied. They consider deeper cultural knowledge through the medium of the language, including concepts such as the cultural group’s own names for its cultural and communicative practices.

Activities include a wide range of listening, speaking, reading and writing tasks as well as tasks that integrate these macro skills with intercultural understandings and language awareness. Students consider the audience, purpose and appropriate language for each communication task.

Students communicate by referring to models and responding to prompting. They extend their knowledge of language and cultural understandings and use this knowledge to inform self expression in oral and written communication. They experiment with language and approximate accurate applications in new contexts and in open-ended situations. They explore a range of communicative tools and technology in their own research and development of original language.

Standards

Communicating in a language other than English

At Pathway 1 Level 5, students recall most of the main ideas, objects and details presented with a topic in the language. They use a range of strategies to assist in listening comprehension.

Students adapt language and gesture appropriately for the role, audience and purpose of the interaction, demonstrating awareness of the cultural and language requirements of a range of situations associated with the topics being studied.

Students participate effectively in interactions such as role-plays and conversations on simple topics. They create simple original text for specific audiences and purposes in print and electronic form. They write paragraphs and linked sequences, using appropriate script and language related to the topic.

Students critically review their own writing. They draft their writing and use a variety of writing techniques and tools to present information in a range of text types. They locate and download information in the language from a variety of print and electronic resources including dictionaries and reference materials.

Intercultural knowledge and language awareness

Students demonstrate skills and knowledge in this dimension by the choices they make in formulating their response to, or use of, the language.

At Pathway 1 Level 5, students actively participate in the creation and maintenance of the language and cultural ambience in the classroom. They select, interpret and present knowledge about the language, its speakers, and countries where it is spoken.

Students demonstrate understanding of aspects of interpretation and translation by using appropriate language and levels of respect in different circumstances, thus reflecting the relationship between the speakers of the language. They interact with a variety of speakers of the language from different countries and communities, including Australia, to gain understanding of diverse views and beliefs within and between these communities.

Students express their own views and values in relation to simple scenarios or propositions.

Learning focus

As students work towards the achievement of standards in LOTE at Pathway 1 Level 6, they compare and contrast aspects of life in the LOTE-speaking country with those in multicultural Australia and other countries, and the impact of some of these aspects on the way people behave and use language.

They explore the extent and limitations of the language that they have learnt. They develop strategies for maximising and extending the skills and knowledge and cultural understanding they have acquired. They understand that language is a complex system with rules, and differences from English. They realise that words and concepts may not have a direct equivalent in another language.

Students extend their interactions to exchange information and opinions on topics such as leisure, relationships, study, careers and the media, and issues of concern to young people such as environmental issues, the impact of technology, and globalisation. They employ strategies for broadening their language awareness, and repertoire of script, structures and vocabulary, from reading materials. They draw on knowledge and skills from other domains to inform ways of applying language in new contexts.

They practise using language in an increasing range of contexts; for example, in the community, and begin to manipulate language to express their own personal meanings. They understand a range of spoken and written conventions in the language, and they initiate and participate in class and chat room discussion, conduct research using print and electronic resources, and reorganise information to produce effective extended spoken and written discourses in a range of forms.

Students become increasingly aware of the distinctive cultural, social and linguistic nature of the study of a language and acknowledge the need to extend and reinforce their own learning in a sequential and systematic way. They contribute to decisions about the context for learning and the sequencing of topics according to their interests and needs, including future studies and career goals.

Activities include a wide range of listening, speaking, reading and writing tasks as well as tasks that integrate these macro skills with intercultural understandings and language awareness.

Students communicate, referring to implicit and some explicit language modelling and in response to prompting. They learn to manage open-ended communications with effective approximations of accurate language for the context. They use a range of strategies for varying and extending language applications, expressing opinion and organising information with careful consideration of audience, purpose and appropriate language for each communication task.

Standards

Communicating in a language other than English

At Pathway 1 Level 6, students identify relevant information and ideas from spoken texts. They spontaneously participate in interactions related to a specific topic, and employ insights from previous language learning in oral interactions.

Students effectively discriminate and use pronunciation, tone, intonation and metre. They initiate and maintain interactions to give and receive information and impressions.

Students reproduce the main features of grammar in the language, and identify differences between English and other languages. They identify ways in which intentions and ideas are expressed differently in different languages. They communicate information in translation and interpretation activities, demonstrating careful consideration of the needs of the listener or reader, and sensitivity to cultural similarity and differences in meaning and intent.

Students deduce relationships, mood, attitudes and social context from visual stimuli. They identify characteristics in the individual style of writers of the language in relation to the audiences and purposes for a particular text.

Students read texts and effectively extract main ideas and detailed information for use in new contexts.

Intercultural knowledge and language awareness

Students demonstrate skills and knowledge in this dimension by the choices they make in formulating their response to, or use of, the language.

At Pathway 1 Level 6, students demonstrate an awareness of the extent and limitations of the language through creation of realistic applications of knowledge and skills in a range of situations. They demonstrate knowledge of the effect of word order and context on meaning.

Through accurate and context-sensitive language use, students demonstrate understanding of cultural influences on the ways people behave and use language. They use illustrative examples in the language to explain the differences and similarities between languages.

They demonstrate understanding of language as a complex system through strategies such as reflection, drafting, questioning linguistic relationships, observing and hypothesising. They test the validity of their understanding by referring to other speakers of the language, research and/or observation.

Students contribute to discussions about the general concept of culture, and the relationships between cultures, including the effects of migration and travel, by presenting illustrative examples. They identify general cultural patterns that flow across specific settings and times. They recognise nuances in meaning and demonstrate an awareness of the dynamic nature of language through the language and mannerisms they use in interactions in a range of cultural settings. They demonstrate an understanding of variations in cultural perspectives between speakers of the language in different settings, by effectively interacting with members of the language community in Australia.

In the language, students describe some of their present personal values and opinions, and compare them with previously held views.