AC9LH4C04

Elaborations

• AC9LH4C04_E1discussing the meaning of Hindi expressions and gestures that may be unfamiliar to non-Hindi speakers and working out how to explain these, such as the way that elders greet children by holding their hand over the child’s head and saying जीते रहो or bowing to show respect, addressing older siblings as आप rather than तुम
• AC9LH4C04_E2comparing language use at home, school and in the community, for example, identifying differences in ways of thanking someone or asking for help, or the use of nicknames or terms of affection, such as राजा बेटा, रानी बिटिया, पानी दे ना -पानी दीजिये ना
• AC9LH4C04_E3recognising words and expressions in Hindi that reflect traditions and distinctions that are not easily translated into English, for example, forms of address such as स्वामी जी for a spiritual leader, गुरुजी for a male teacher, बाबाजी for an older male person and राम राम as a mode of greeting in villages
• AC9LH4C04_E4translating popular children’s rhymes, songs and stories into English, for example, चूँ-चूँ करती आई चिड़िया; चंदा मामा, noticing words that are difficult to translate or explain
• AC9LH4C04_E5translating signs or phrases in familiar contexts from Hindi into English, for example, street signs, addresses and food labels, noting that some signs and symbols are universal, for example, the recycle sign is similar in many countries
• AC9LH4C04_E6creating resources to use in class to reinforce learning and exposure to language concepts, such as pattern charts, a bilingual class digital dictionary, a board game or an alphabet bank with words beginning with the same letter, for example, कमल, कसरत, कोयल।
• AC9LH4C04_E7recognising that some Australian terms, idioms and expressions are only meaningful in the Australian context and have no equivalent in Hindi, for example, ‘bush walking’, ‘break a leg’, ‘no worries’