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Chinese / Year 9 and 10 / Communicating / Translating

View on Australian Curriculum website Australian Curriculum, Assessment and Reporting Authority
Curriculum content descriptions

Interpret culture-specific concepts

[Key concepts: humour, equivalence, cultural assumptions, wordplay; Key processes: interpreting, translating, mediating]

 (ACLCHC252)

Elaborations
  • comparing idioms and colloquialisms across languages and identifying the challenges in mediating the cultural values embedded in such sayings, for example, 胸有成竹 versus ‘have a well-thought-out plan’; 山穷水尽 versus ‘at the end of one’s rope’; 入乡随俗 versus ‘when in Rome’; 绕圈子 versus ‘beating about the bush’
  • mediating Chinese jokes or l to English speakers and vice versa
  • reflecting on the beliefs, generalisations and stereotypes held by other Australians about Chinese cultural practices or values, for example,中国人只工作不享受/ 他们都很聪明/很难和中国人一起工作/中国菜都很好吃
  • introducing people, places, events and ideas of cultural and historical significance to Chinese people, for example, explaining to Australian audiences the historical and contemporary significance of 孔子 (Confucius) and his idea of (humanity)
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
  • Intercultural understanding Intercultural understanding
  • Personal and social capability Personal and social capability
Cross-curriculum priorities
ScOT terms

Translation (Language),  Chinese languages

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