AC9LS6U04

Elaborations

• AC9LS6U04_E1<p>understanding that there are indigenous languages spoken in addition to Spanish in Spanish-speaking communities, that these languages remain an important part of peoples’ culture, identity and heritage, and that these languages influence Spanish, for example, <em>wawa, pachamama, papa, poncho, tomate, jaguar, charki, quinoa, cocao, maíz, cancha, llama</em></p>
• AC9LS6U04_E2researching Spanish-speaking communities, inviting special guests or showcasing their learning about cultural aspects of these communities
• AC9LS6U04_E3recognising how Spanish is widespread in the world, identifying aspects such as traditions, values and practices that may reflect collective identities of individuals from different Spanish-speaking nations
• AC9LS6U04_E4exploring, in Spanish or English, how language and culture are expressed through First Nations Australians’ song, dance or artworks, considering similarities and differences in an aspect of the cultural expressions of Spanish-speaking people or communities
• AC9LS6U04_E5<p>sharing their reactions to cultural elements witnessed in authentic materials, for example, gestures or forms of politeness, guinea pigs as a cuisine rather than pet, traditional ceremonies such as <em>pago a la tierra</em> or the medicinal and ritual use of <em>coca</em></p>
• AC9LS6U04_E6becoming aware of cultural stereotypes that can lead to generalisations and misconceptions, for example, associating language with the nationality of peoples of Latin America
• AC9LS6U04_E7<p>investigating modern influences on the Spanish language, such as pop culture, digital and social media, migration, and travel, and how they have changed and impacted ways of communicating, for example, the emergence of new words, <em>tuitear, email, correo electrónico, chatear, textear, bloguear, rapear, rapero, un selfie, las redes</em></p>
• AC9LS6U04_E8<p>reflecting on culturally appropriate ways of offering praise, recognition, gratitude and encouragement, or declining requests or invitations, for example, <em>Lo siento, desafortunadamente no puedo …</em></p>
• AC9LS6U04_E9understanding that Spanish-speaking communities may have a shared history with, and similarity to, other languages and cultures such as English, French, Italian, Portuguese, Romanian and Tagalog/Filipino, and that different countries and regions have their own accents, dialects and vocabulary
• AC9LS6U04_E10identifying the visible and invisible elements that contribute to identity that may be important across all cultures, for example, family routines, community practices, religious events, customs and traditions, clothing, cuisines and music
• AC9LS6U04_E11<p>examining what is most important to them by creating a personal, class or family slogan, motto or crest to reflect aspects of their identity, for example, translating English phrases to Spanish, <em>Vamos equipo ... Somos la clase 4BC. Amigos para siempre. ¡Sí se puede!</em></p>