Languages Other Than English
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Roman alphabetical languages
Non-Roman alphabetical languages
Character languages
Sign languageLanguages Other Than English - Pathway 2 - Level 5
Learning focus
As students work towards the achievement of standards in LOTE at Pathway 2 Level 5, they develop their understanding that cultural diversity exists and that customs and traditions vary within countries and over time. They understand that these influence Australian life and culture. They also learn about the basic geography and history of the country or countries where the language other than English is used and make comparisons with Australia and other countries associated with the languages they have previously studied.
Students learn why there are similarities and differences between languages, and how these are related. They begin to have a grasp of the history of the language they are studying and its links with other languages.
Students begin to understand and use the language within the world of their own experience, including the world of learning, with some topics drawn from other domains. They participate in activities where they practise exchanging simple personal information on topics such as self, friends, family, time, school, likes, dislikes, foods, daily routines and pastimes. They talk about themselves in response to questions, and learn to ask questions.
They begin to write short paragraphs, initially based on models and on memorised sequences, eventually developing independence. They apply basic word-processing skills using the language.
Students are increasingly aware that there are technical terms for parts of sentences, and that they need to reflect on words, and their function and place in a sentence. They learn to differentiate between, and pronounce, sounds and to make use of cognates between languages. They consciously consider aspects of grammar and approach language learning as a problem solving activity.
They make logical attempts to decipher meaning from written and spoken input, and use print and electronic resources such as dictionaries and CD-ROMs. They learn strategies for retaining language information for later use in new applications, and understand how parts of the language system work. Greetings, introductions, songs and other simple routines are used to introduce the sounds of the language and to encourage students to use the language. From the beginning, students are exposed to words, phrases and basic sentences in 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, doll making, 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
- reading aloud (for example ancient texts which develop a knowledge of pronunciation and delivery in order to gain a full appreciation of the literary qualities of these texts) etc.
Students participate in a range of activities including cooking, physical education, games, drawing and puppet making which locate the language in real communication contexts, hearing extended but simple stretches of the language and gradually using it themselves.
Students communicate by referring to a range of models and responding to teacher prompting. They begin to perform in open-ended situations, allowing variation and extension of language applications. They speak and write effectively, approximating meaning and authentic language use within defined topics and contexts.
Standards
Communicating in a language other than English
At Pathway 2 Level 5, students introduce themselves, greet and farewell others using the appropriate register and reproduce modelled use of language. They exchange simple information on topics such as daily routines and aspects of their world. They talk about themselves in response to questions, and ask questions in response. Students manipulate modelled language. They read or listen to passages and extract basic factual information on defined topics.
Students demonstrate effective sound discrimination. In tone languages, students discern all the tone patterns in slowed speech.
Students describe and use culturally-specific gestures and body language. They show awareness of the language requirements of a range of specific situations related to a given topic, and 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.
Students explore word meanings, word associations, cognates, and so on, and apply this knowledge to their own work.
- Roman alphabetical languages
- Students identify similar letters that sound different in the language. They read a range of short, and sometimes modified, texts for meaning. They read aloud and attempt to apply knowledge of pronunciation, punctuation, tone and letter-sound variations in particular contexts. They express themselves through writing in sentences and paragraphs in print and electronic form.
- Non-Roman alphabetical languages
- Students describe the different writing system and write letters, words and short sentences. They read short passages for meaning. They practise reading aloud and attempt to apply knowledge of a range of accent markers and punctuation in a variety of contexts. They express themselves through writing, in print and electronic form, by generating original sentences which may be linked to form paragraphs.
- Character languages
- Students discuss the differences between writing systems across languages. They read short, modified texts for meaning. They read aloud effectively, applying knowledge of familiar characters and punctuation in a range of contexts. They write characters using appropriate conventions for producing them (for example, with accurate shape and stroke order) and for the organisation of extended writing. They use pinyin/römaji for basic word-processing. They use strategies including information and communications technology applications, for checking and self-correcting their character use.
- Sign language
- Students interpret information by comparing, discussing options and drawing conclusions. They create simple signed sequences to provide factual information and manipulate formulaic language to express personal meanings in live and simulated situations. They use information and communications technology applications for recording and conveying signed meaning.
- Classical languages For Classical languages, the complete standard is provided below:
- Students read and interpret a range of significantly modified texts for meaning and extract basic factual information on defined topics. Students begin to write simple sentences using modified texts as a guide. They demonstrate an understanding of word meanings, word associations, cognates and derivatives and apply this knowledge to their own work. They manipulate modelled language at the level of simple sentences.and identify, describe and discuss simple linguistic and grammatical structures of the language. Students show an understanding of morphological features such as case, gender, number, person, tense, mood and the importance of grammatical agreement. They demonstrate effective sound discrimination.
For Latin, students identify similar letters that sound different in the language, and read aloud, attempting to apply knowledge of pronunciation.
For Classical languages with a non-Roman alphabet, such as Classical Greek, students describe the different writing system and write letters, words and short sentences. They describe and discuss additional elementary linguistic structures, such as particles and aspect.
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 2 Level 5, students actively contribute to the establishment of a physical and language environment in the classroom that reflects the language and culture. 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, possibly from different countries and communities, including Australia, to gain understanding of diverse views and beliefs within and between these communities. Students of a classical language demonstrate an understanding of the target culture from an historical perspective leading to an appreciation of ancient life, history and culture associated with the language.
Students express their own views and values in relation to simple scenarios or propositions.
Languages Other Than English - Pathway 2 - Level 6
Learning focus
As students work towards the achievement of standards in LOTE at Pathway 2 Level 6, they compare and contrast aspects of life in the LOTE-speaking countries with those in Australia and other countries, and identify similarities and differences.
Students learn to recognise the extent and limitations of their language proficiency and develop strategies for maximising and extending their language skills, knowledge and cultural understanding. They understand that language is a complex system with rules, and that there are subtle differences between languages. They appreciate that direct transposition from English cannot occur. They reflect on their own learning styles and strategies.
Students interact to exchange information and opinions on topics related to the world of adolescence including leisure, relationships, study, careers and the media, and issues of general interest to young people. They draw on knowledge and skills from other areas of the curriculum to inform their application of the language in new contexts. They communicate their own personal meanings through the language. They adapt their language to the task and reduce abstract ideas to the personal and concrete.
By initiating and participating in class and chat room discussion and writing tasks, students expand their knowledge of spoken and written conventions. They conduct research and reorganise information to present to others in a range of spoken and written forms.
Students understand the cumulative nature of language learning, and contribute to decisions about the sequencing of topics according to their interests and needs. They are aware of the distinctive cultural, social and linguistic nature of the study of a language. They 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.
Students consider the audience, purpose and appropriate language for a range of listening, speaking, reading and writing tasks, thereby gaining language awareness and intercultural understanding. They use a range of communicative tools and information and communications technology applications in their own research and development of original language.
Students communicate, referring to implicit and some explicit language modelling and in response to prompting. They extend their knowledge of language and cultural understanding and use this knowledge for self expression in oral and written communication. They experiment with language and approximate accurate applications in new contexts and in open-ended situations. They use a variety of strategies for varying and extending language applications, expressing opinion and organising information.
Standards
Communicating in a language other than English
At Pathway 2 Level 6, students recall most of the main ideas, objects and details presented in a topic. They reproduce the main features of grammar in the language and identify differences with English and other languages. They identify ways in which intentions and ideas are expressed in different languages.
Students identify relevant information and ideas from spoken texts. They discriminate and use appropriate pronunciation, tone, intonation and metre. Students use a range of strategies to assist in listening comprehension. They participate in interactions related to a specific topic and recycle language to express information and impressions effectively in oral interactions.
Students demonstrate awareness of the language requirements of a range of situations associated with the topics being studied, and adapt language and gesture appropriately for the role, audience and purpose of the interaction. Students communicate information in translation and interpretation activities, demonstrating careful consideration of the needs of the listener or reader, and sensitivity to cultural aspects (similarity and differences in meaning and intent).
Students read texts and identify and extract main ideas and detailed information for use in new contexts. For a particular text, they identify characteristics of the writing style in relation to the audience/s and purpose/s.
Students create simple original text for specific audiences and purposes. They use appropriate script and accurate language related to the topic. They create draft materials in writing and locate information in the language from a variety of sources.
- Roman alphabetical languages
- Students read selected texts with fluency, both silently and aloud. They write and edit in the language in print and electronic form. They identify and use appropriate accent markers and punctuation. They write in linked paragraphs and produce extended text.
- Non-Roman alphabetical languages
- Students read short passages for meaning, silently and aloud. They read short selected passages with fluency. They apply their knowledge of a range of accent markers and punctuation in both reading and writing. They express themselves in extended passages and linked paragraphs related to specific text types in print and electronic form.
- Character languages
- Students read short, modified texts related to a topic, silently and aloud, with fluency. They apply knowledge of characters and punctuation in new contexts, and extend their range of familiar characters. They use a range of techniques for remembering and acquiring new character knowledge. They write linked paragraphs and short passages in specific contexts. They use strategies for checking and self-correcting their character use, including using informatin and communications technology applications. They employ strategies for broadening their language awareness and repertoire of script, structures and vocabulary from reading materials. They read for meaning and show an understanding of ways of using ideographic cues to extend understanding.
- Sign language
- Students identify ideas, opinions and themes in signed texts from other domains by outlining, summarising and classifying the information presented. They engage in conversation and/or negotiation in order to make choices, resolve a problem, plan an event, or make arrangements with others. They use information and communications technology applications for recording and communicating in signed language.
- Classical languages For Classical languages, the complete standard is provided below:
- Students read and interpret modified texts for meaning and identify complex linguistic structures, language use, content and context. They analyse modified seen and unseen texts, identifying and extracting main ideas and detailed linguistic information (using resources including information and communications technology). For a particular text, they identify characteristics of the writing style in relation to audience and purpose.
Students manipulate modelled language at the level of complex sentences. They demonstrate an understanding of grammar through analysis of syntax and manipulation of morphology.
They demonstrate an understanding of the use of mood in both main and subordinate clauses. They identify particular case-dependent structures such as the ablative absolute in Latin and the genitive absolute in Classical Greek.
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 2 Level 6, students generate their own applications for their language knowledge and skills in a range of realistic situations. They demonstrate understanding of cultural influences on the ways people behave and use language, through approximating accurate and context-sensitive language use. They use illustrative examples in the language to explain the differences and similarities between languages.
Through reflection, drafting, questioning linguistic relationships, observations and hypothesising, students demonstrate an understanding that language is a complex system. They test the validity of their understanding by referring to other speakers of the language, by research and by observation.
Students contribute to discussions about the general concept of culture, and the relation of cultures to each other, including the effects of migration and travel, by presenting illustrative examples in the language. They identify general cultural patterns that flow across specific settings and times. They identify nuances in meaning, and demonstrate awareness of the dynamic nature of language through the language and mannerisms they use in interactions in a range of cultural settings.
In the language, students describe some of their present personal values and opinions, and compare them with previously held views.
Students of a Classical Language describe and analyse aspects of social and political structures in ancient society and the development of these structures from a contemporary perspective. They identify issues of genre and purpose in writing by explaining, comparing and commenting on aspects of the historical and cultural background.
