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ACLVIU138

Recognise that languages change over time and influence one another[Key concepts: loan words, dynamic systems, language variation; Key processes: observing, identifying]

Elaborations ScOT Terms

Elaboration (1) ACLASFU068

recognising that some verbs and nouns use the same sign but change the movement in a regular way making noun-verb pairs, such as SCISSORS versus CUT-WITH-SCISSORS

Elaboration (3) ACLASFU085

analysing a video of a signed narrative and identifying the moments in which a signer shifts into a different role in CA, and how they show that, for example, eye gaze change

Elaboration (1) ACLCHU031

viewing and listening to the opening of conversations in a range of situations, and finding key words participants use, noticing how these chunks of language can change depending on the situatio

Elaboration ACLFWU100

understanding the concept of word formation, for example, how a word changes meaning and form with the addition/change of a suffix or prefix to convey different meanings

Elaboration (4) ACLCLE003

recognising that writers use different text structures and formats for specific purposes and effects, for example, change of focus, a story within a story, plot tension

Elaboration (5) ACLCLU024

recognising common patterns of vowel change to identify words from the same root, for example, γίγνομαι/γένεσις, λέγω/λόγος

Elaboration (4) ACLCLE033

recognising that writers use different text structures and formats for specific purposes and effects, for example, change of focus, a story within a story, plot tension

Elaboration (3) ACLCLE035

identifying meanings of words by recognising change of form, such as third declension nouns and irregular verbs, for example, nomen, nominis; est, sunt

Elaboration (6) ACLCLU054

recognising common patterns of vowel change to identify words from the same root, for example, capere: -cip (recipere)

Elaboration (2) ACLARU131

recognising that letters change form depending on their place in the word, for example,ك: كتب؛ يكتب؛ كتابك؛ ع: عين؛ معلم؛ م

Elaboration (2) ACLARU134

understanding how differences in gestures and tone are used to change the meaning of spoken text, and how the purpose of interaction, such as to instruct or invite, changes the emphasis on words and expressions being used

Elaboration (2) ACLARU182

recognising the need for a pause or change of tone in complex sentences with embedded clauses, for example, كنت مع صديقي عماد؛ صديقي من المدرسة؛ عندما شاهدنا الحادث الأليم

Elaboration (2) ACLARU012

recognising that letters change form depending on their place in the word, for example,ح: حصان؛ محب؛ سامح؛ ي: يد؛ لين؛ سامي

Elaboration (3) ACLFRC101

sharing personal reactions and feelings when using French, using prompts such as: Am I the same ‘me’ when speaking French? Does my identity change? How do I feel when…?

Elaboration ACLFRU106

understanding that languages and cultures change continuously due to contact with each other and in response to new ideas and developments in communications and technology (la mondialisation)

Elaboration ACLFRU124

identifying factors involved in language change and adaptation, for example by creating flowcharts or diagrams using captions such as la mondialisation, l’immigration, le multiculturalisme, les médias, les informations

Elaboration (1) ACLFRU126

sharing ideas about how culture ‘works’ as a combination of beliefs, values and practices, and examining own personal and community cultural frames of reference and how and why these change over time

Elaboration (1) ACLGEU034