AC9LK8U04

Elaborations

• AC9LK8U04_E1sharing and comparing cultural and intercultural experiences and language capabilities, face-to-face and in a secure online environment, and exchanging views on the benefits of speaking more than one language, such as having a larger vocabulary to draw on, new insights and perspectives, and opportunities for new experiences
• AC9LK8U04_E2reflecting on culturally appropriate body language, for example, noting how own cultural etiquette and behaviour may be interpreted when interacting with speakers of Korean, noticing own body language and modifying gestures such as beckoning with the palm facing upwards, and making or avoiding eye contact depending on the social context
• AC9LK8U04_E3identifying elements of successful intercultural communication when using Korean or other languages, such as awareness of differences, flexibility, and respect for other perspectives and traditions
• AC9LK8U04_E4examining, in Korean or English, how First Nations Australians’ languages have strong connections to Country/Place locations, and how these can be compared to language variations across Korean-speaking communities
• AC9LK8U04_E5recognising the importance of the invention of hangeul as a writing system suitable for Korean oral language, and discussing the role of script in aspects of culture and everyday life
• AC9LK8U04_E6exploring how globalisation has accelerated the use of English words and expressions in spoken and written Korean language, and discussing the advantages/disadvantages of these influences on languages, for example, technological terminology 인터넷, 키워드, or mixing Korean and English as lyrics in contemporary Korean music
• AC9LK8U04_E7discussing attitudes towards diversity, including the use of stereotypes and generalisations, and considering how these affect communication
• AC9LK8U04_E8investigating and using language associated with significant cultural practices and events or celebrations, for example, 열두띠, 선후배 관계, 한복, 돌잔치
• AC9LK8U04_E9reflecting on own cultural identities and how they are expressed differently in settings such as home, school and other social domains, and considering how these might be interpreted and responded to by people from different cultures