AC9LA8EC05

Elaborations

• AC9LA8EC05_E1translating short excerpts from traditional stories, identifying words and expressions that reference cultural values, history and beliefs, and are difficult to translate into English
• AC9LA8EC05_E2using a print or digital dictionary, or an online translator, developing personal word or grammar lists to assist with translation and enhance working with unfamiliar language
• AC9LA8EC05_E3<p>recognising that some words and expressions in Arabic do not have equivalent words or expressions in English, and vice versa <bdi>على راسي، نعيماً، بلّط البحر</bdi></p>
• AC9LA8EC05_E4creating school signs, notices, timetables and class rules in Arabic, and considering why some words and expressions require flexibility in translation, for example, ‘the oval’, ‘the office’, ‘the canteen’, ‘out of bounds’, ‘no hat, no play’
• AC9LA8EC05_E5understanding that the Arabic language has a standard form called Al Fusha, العربية الفصحى اللغة , which is mainly used in writing, and a range of oral dialects that differ from region to region, for example, regional dialects in Lebanon, Syria, Palestine, Morocco, Iraq, Egypt
• AC9LA8EC05_E6recognising how the dialect spoken at home may differ from Modern Standard Arabic learnt in class, and noticing the diversity of Arabic speakers
• AC9LA8EC05_E7monitoring their use of Arabic and English in different areas of their lives, for example, by keeping a record of when they use each language over a particular day or in different contexts
• AC9LA8EC05_E8understanding that particular Australian-English terms and expressions have no equivalent in Arabic, for example, ‘billabong’, ‘the bush’, ‘the movies’, ‘footy’ and ‘backyard’