Teaching and learning

Outcome 1

Identify and describe primary aspects of the nature and functions of human language.

Examples of learning activities

• Construct a mind map of the various functions of language and identify various situations in which these functions are achieved.
• Investigate theories about animal communication in nature, e.g. bees, dolphins, chimpanzees, and compare with human communication. What are the characteristics that make human communication different and unique?
• Develop a text for a specific situation (for example, writing a letter from a charity organisation asking for a donation) and reflect on the language choices made.
• Discuss the impact of modern communication technology on the traditional spoken and written modes of language.
• List the various ways we address and refer to individuals in our family and community, for example, life-partner, mother / father, doctor, grandparents, friends, colleagues etc. and discuss what these language choices reveal about a person’s values, attitudes and beliefs.
• Examine the ritualistic language of ceremonies such as weddings, baptisms and funerals or the language of the courts, medicine and other professions. Comment on how language choices are influenced by the context, both situation and cultural.
• Gather evidence of how advertising a certain product has changed over time. For example, a car, mobile phone, cleaning products etc. Comment on how the nature and functions of language have changed over the years.
• Research media for examples of complaints or observations about language use; for example, letters to the editor; set up a folder / journal; for each example, identify the language feature being discussed or the subsystem referred to; keep adding to journal throughout year.
• Explore some grammar resources (books and websites) and complete some grammar exercises and activities on subsystems and debate the importance of linguistic structures and rules in effective communication.
• Using three different sample texts (written, spoken, digital), break down the words into the various word classes; arrange the words in a table, list or mind map.
• Make a list of as many prefixes as possible; identify the meaning of each prefix; list three words for each prefix; consider whether each word has meaning without the prefix. Use key concepts and metalanguage appropriately to describe and analyse language use in an objective and a systematic way through spoken and written Australian texts.
• 
  Collect a range of text types in the written mode to explore how the language choices made in those texts are influenced by the function, tenor and contexts.

Detailed example

Collect a range of text types in the written mode to explore how the language choices made in those texts are influenced by the function, tenor and contexts.

For example:

• students collect two types of writing: an advertisement on a food item and an informative food label; compare both types, exploring how they are similar or different in terms of language choice
• students collect recipes aimed at children and recipes aimed at adults and analyse how language differs when it is aimed at different audiences
• students compare a spoken recipe with a written recipe and analyse how different modes influence different language choices.

Outcome 2

Identify and describe types of language acquisition, and to discuss and investigate language acquisition in the context of linguistic theories.

Examples of learning activities

• Identify and use key linguistic concepts and theories as they relate to language acquisition.
• Challenge students to draw or download an image of a cross-section of a vocal tract’ and demonstrate specific manners and places of articulation.
• Conduct a class debate to evaluate the various theories of language acquisition.
• Produce a pamphlet or poster to promote one or more theories of language acquisition.
• Investigate what children need to acquire as they develop as users of spoken language in the critical period, including how they acquire language knowledge and how they learn to use language for a range of functions.
• Create an illustrated flowchart of the developmental stages of language acquisition, including age ranges, examples of language use, key subsystem involvement.
• Co-create a match-up game of child language examples and associated metalanguage (such as over-generalisation) and play in small groups.
• 
  Experience and interpret linguistic fieldwork, including data collection.
• Investigate ‘feral children’ and create a fact sheet about the phenomenon.
• Conduct a panel interview of people who have grown up multilingual or are raising their children to be multilingual. Construct a report on the findings from the panel interview.
• Construct a case study about Sophie Li – investigate her journey from birth with profound hearing loss to living with a cochlear implant.
• Interview an expert in reading recovery or learning disabilities (such as a literacy, inclusion or disability leader) at your school to investigate the impacts and strategies to support students with delayed or impacted language development.
• Use and interpret language samples of first- and additional-language acquisition, to interpret child language user samples:
  • using the IPA, write a coded message to a classmate and then have them decipher it
  • transcribe short recordings of child language use using the IPA and appropriate transcription symbols
  • translate a range of IPA riddles
• Read and analyse transcriptions of child language use and evaluate the stage of language development using the transcription as evidence.

Detailed example

Linguistic Investigation / Fieldwork

1. Determine a research question related to an element of the key knowledge, for example:
   What characteristics of language acquisition are evident in children at a particular period?
   This question can be further refined and tested by the fieldwork / investigation, for example:
   How do samples of language use by children between the ages of two and three support the theory of Universal Grammar?
2. Determine subjects for study, for example:
   Clips of children speaking on YouTube or another online site, siblings, friends, children at an early childhood centre or kindergarten.
3. Discuss and explore the issues of consent. If observing children in family or educational settings that are not online, how do you organise permission.
   For more detailed information about seeking consent, see the Fieldwork implementation on-demand video  
4. Determine relevant data to be collected. This can include observational notes based on non-invasive observations and / or recordings.
5. Review data collection, annotate notes and transcribe recordings if desired.
6. Develop a summary of findings based on analysis of data and consider in light of the original question.
   Produce a short report based on the fieldwork process

Outcome 1

Identify and describe language change and its effects on the English language and analyse attitudes to language change.

Examples of learning activities

• Use key linguistic concepts and metalanguage as they relate to the changing nature of English. Construct a graphic organiser or mind map of key changes in each subsystem over time from Old to Modern English.
• Identify and describe language change in an objective and a systematic way:
  
  • compare various versions of the Lord’s Prayer from Old to Modern English – annotate with morphological, semantic and syntactic differences
  • construct an animated timeline of the development of English from IE to Modern English
• Map the major developments of English from IE to Modern English – including key factors from Incursions and Inventions electives. Connect the events on the map chronologically with arrows.
• Construct an interactive quiz in Kahoot or PowerPoint to quiz classmates on entirety, or an aspect of chosen elective option.
• Create an infographic which summarises the key linguistic influences of each topic within the chosen elective option.
• Trace etymologies in appropriate sources, such as databases and etymological dictionaries.
• As a class, co-construct a family tree of Indo-European Languages with each language represented on an annotated leaf and each language family represented on a branch. Allocate one language per student to independently research and then challenge the class to construct the tree.
• Provide students with a range of German, Dutch, Danish and English cognates and see if students can analyse their morphology and then group them according to their meaning.
• Allocate each student an interesting word and have them trace its etymology. Co-construct a classroom word wall of interesting etymologies of English words, paying close attention to morphological and semantic changes over time and factors which influenced these. These words is an interesting place to start.
• Analyse changes in the English language over time as reflected in texts.
• Provide students with a range of texts from various eras of English and have them organise them chronologically. See Text samples.
• 
  Develop a fact file of key information about each topic in the chosen elective option.
• Annotate language and text examples, noting significant morphological, semantic, syntactical and / or phonological features; construct a written analysis which synthesises the features of language in the sample and the contextual factors which influenced its linguistic features.
• Collect and annotate examples of texts from:
  
  • each major event in the Incursion elective
  • each major development in the Invention elective
• Apply and analyse knowledge of the evolution of English in consideration of prescriptivism and descriptivism.
• Have students analyse the morphology of prescriptivism and descriptivism. Discuss the characteristics of each word and its meaning.
• Have students place themselves on a continuum of prescriptivist to descriptivist and discuss their reasons.
• Show the class the 21st Century Flux spoken word poem by Dizraeli; Use this to initiate a class discussion about prescriptivism and descriptivism.

Detailed example

Develop a fact file of key information about each topic in the chosen elective option.

Each fact file could contain:

• A Cornell notetaking sheet for each topic:
• students undertake guided reading or guided research on each topic
• this could be jigsawed in groups and then collated

• Annotated texts for each topic, demonstrating the influences on language:
• students could access their own texts or have these provided
• using a gradual release model, support student annotations of texts
• subsystems provide a framework for the nature of annotations, in addition to contextual factors organised around technological, socio-cultural and socio-political concepts

• A written analysis which synthesises each topic into a cohesive summary, using annotated texts as evidence:
• this could be a guided analytical commentary, or structured as a research essay.

Outcome 2

Identify and explain the effects of the global spread of English through spoken and written texts.

Examples of learning activities

• Identify and use key linguistic concepts as they relate to the development of English as a world language.
• Conduct a classroom discussion on the following questions: If English is not your first language, why did you learn it, or give it a special status? Why is it given a special status in some countries? What does the term English mean to you and to people in the communities you belong to? Do you use English exclusively, or do you use other languages for some / many purposes? Would you say that you love English or have pride in it? Do you feel that its use is imposed on you? Are you happy to ‘subvert’ it or do you think you should respect its codified norms? And other languages you know?
• Select two countries colonised by Britain, for example, Australia and India? How is English used in those countries today and what is its status? Which language features still survive from the time of colonisation in those countries? What happened to the original languages? Is English in these countries spoken differently? Make a table to show the differences between the language used in countries then and now and explain the differences.
• Use the subsystems of language to analyse language in written and spoken texts.
• Collect examples of unusual use of English, which may be found in overseas advertising, product descriptions or tourism and explore the reasons that may have led to this unusual nature of language use.
• 
  Create a text (spoken or written) in a variety of English spoken by, for example, Italian speakers or Sinhalese speakers or Vietnamese speakers or Chinese speakers or African speakers etc.
• Interpret and explain debates about language change and influence.
• Research and list countries where English is spoken as:
  
  • First (or native) language (ENL) – Inner Circle
  • English as Second Language (ESL) – Outer Circle
  • English as Foreign Language (EFL) – Expanding Circle
• Identify and apply key concepts related to language maintenance, shift, reclamation, change and loss.
• Research the history and the role of Tok Pisin in Papua New Guinea today. When, where and by whom is it used? How important is it for the national identity of PNG?
• Explore the impact of teaching or testing Indigenous students using standardised language or standardised testing instead of teaching them in the variety of English that they are familiar with or speak.
• Analyse distinctive features of Aboriginal English in poems like ‘The Rainbow Serpent’ or other texts written in Aboriginal English.
• Explore kinship terms used in different cultures to gain an understanding of how relations are organised differently in each language and present their understanding of how different languages portray the world in different terms.
• Present a report highlighting attempts to save Aboriginal languages.
• Explore the factors which contribute to the decline and death of a language.

Detailed example

Create a text (spoken or written) in a variety of English spoken by, for example, Italian speakers or Sinhalese speakers or Vietnamese speakers or Chinese speakers or African speakers etc. Students can choose from a wide range of domains (for example, food, travel, festival etc.) and text types or genre (advertisement, a poem, a short story, an interview, travel guide or information brochure etc.) to create the texts. Their texts must be accompanied by:

• an explanation of how the cultural context influences the language features [lexical choices, syntax, semantics, discourse features etc.]
• an analysis of how it varies from Standard English
• a commentary on how this variety maintains its distinctiveness and functions as a marker of identity for its users.

Examples of learning activities

General introduction to formality / informality

• List a range of synonyms for a particular word, for example inebriated, using a thesaurus to help; arrange the synonyms along a continuum from most informal to most formal; discuss the connotations of each expression; in which context is each word more likely to be heard or used?
• Consider spoken, written and digital texts from within a given domain, for example sport; arrange the texts from least formal to most formal; discuss how the structure and content of these texts is influenced by the situational and cultural context of each.
• Role-play the different ways in which people ask for things to be done, for example when asking someone to close a door; classify these requests into sentence types: is the request imperative, interrogative, declarative or exclamative? Discuss which sentence types are appropriate in certain situations and the impact on participants’ face needs.
• Brainstorm and discuss the advantages and disadvantages of speech and writing; have a class debate about which mode is the most prestigious in our society.
• Role-play everyday conversations between friends or family members in which one speaker deliberately uses formal language; what effect does this have on the flow and outcome of the conversation, and the impact on participants’ face needs?
• Discuss levels of formality in a semi-scripted conversation, for example in interview / chat shows; place the language within the continuum formal to informal, and refer to features of informal and formal language.
• Collect images of people in various clothing – formal suits / dresses, sportswear, businesswear, casual / neat casual – and have students arrange them from most formal to least formal. Ask how they decided: appropriateness for an occasion? Length of dress / skirt / pants / shirt sleeves? Tie or no tie? Jeans or no jeans? Connect to the language that we use in different contexts and how it must also be appropriate.
• Take notes (or record with permission) during three different school-based conversations, such as:
  
  • In class between student and teacher
  • In class between student and student
  • At lunch between student and student
  • Between student and coordinator / principal / other school leader

  How does the differing tenor in each situation affect the register?

Outcome 1

Identify, describe and analyse distinctive features of informal language in written and spoken texts.

Examples of learning activities

• Record and transcribe a short segment of a television program and examine the features of spontaneous spoken language and, in multimodal texts, examine the importance of body language and paralinguistic cues. Suitable programs could include The Project, Q&A, You Can’t Ask That, Frankly, One Plus One, The Cook Up with Adam Liaw.
• Examine a transcript of a telephone conversation or a segment of talkback radio and discuss the significance of back channelling and other strategies in spoken discourse.
• Use YouTube to listen to the stand-up routines of comedians, for example at the annual Melbourne International Comedy Festival
  
  • discuss why most comedians use informal language features in their prepared routines; current Australian comedians can include: Steph Tisdell, Nazeem Hussein, Celia Pacquola, Jordan Raskopoulos, Hannah Gadsby, Tom Ballard.
  • what effect does the use of informal language have on their audience and the success of their routine?
• Consider when, how and why we ‘play’ with language when interacting with small children, friends, family members and partners
  
  • what innovative words or catchphrases are unique to students’ families or friendship groups?
• Write a list of expressions that are particular to a workplace or other professions which would not be considered Standard English; discuss when and why these words are used.
• Examine the Classification website and discuss the issue of swearing; consider how words can lose their intensifying effect over time.
• 
  Explore the characteristics and features of informal texts through a specific field.
• Read some of Danny Katz’s writing in The Age newspaper; in groups, discuss the language features and structures which contribute to the informal register which is characteristic of Katz’s writing.
• Select two students to discuss an interesting event which occurred recently, for example a party or school formal, and record this conversation; have one student write down an account of the same event; use the account and the recording to examine the syntactic and discourse features of the two texts, noting the differences between speech and writing; students could then accurately transcribe the conversation, using accepted notation.
• Look at Instagram posts for Pride Month from accounts such as RainbowRoo or Minus18. Examine how these organisations use informal language to meet the positive face needs of their readers / followers.
• Watch an episode of Hard Chat on YouTube. Examine how Tom Gleeson challenges his guests’ positive face needs within the comedic context of the ‘interview’.
• 
  Analyse the effect informal contexts have on language choices, exploring identified online communities, like Reddit.’

Detailed example

Characteristics and features of informal texts

1. As a class, list written and spoken texts from within a specific field. Students could contribute to deciding on the field but ideas include the weather, travel, fashion and health.
2. The field of health, for example, could use text samples from government Health advice, a short extract from the Health Report, a posting on a wellness blog, a short extract from a wellness podcast, or a recording of a conversation between friends.
3. In pairs, plot these texts along a continuum from most informal to most formal, and be prepared to justify the continuum in the classroom selection.
4. Discuss how the situational and cultural context of each text influences its structure and language.
5. Listen to a recording of an informal spoken text from the field of your choice. In the example of health, consider an extract from a wellness podcast.
6. Transcribe a section and annotate, identifying the features of spoken language referred to in the study design.
7. Discuss the link between the spoken language features and the context of the transcript.
8. Write up notes into an extended analytical commentary.

Detailed example

Analyse the effect of informal contexts on language choices.

Analyse the characteristics and features of informal spoken English.

1. Investigate a subreddit (a specific community or topic within Reddit):
• r / AustralianPolitics
• r / AusFinance
• r / australianwildlife
• r / AustralianMakeup
• r / AusMentalHealth

2. Select conversations from within two different subreddits.
3. Note down language that seems to be specific to that community, and language that reflects the online context.
4. Discuss the different language used in the different subreddits and whether, despite the potentially serious nature of some of them (such as those to do with politics or finance), the language is still more likely to be informal due to the online context.
5. Write a report discussing the various language features of subreddits.

Outcome 2

Identify, describe and analyse distinctive features of formal language in written and spoken texts.

Examples of learning activities

• In groups, select examples of formal language from a field such as education; discuss why a formal register has been used in each of these texts and the possible impact on participants’ face needs: textbooks, school website and song, reports, Principal’s assembly speech, parental correspondence, behaviour contracts.
• Collect samples of texts in a formal register from domains which generate a range of formal language texts, including the law and government; read and examine the Victorian Charter of Human Rights and Responsibilities; list in a tabular format the language features of the charter across each of the subsystems; present findings to the class as an oral presentation, short recording (audio or audio visual), PowerPoint presentation, poster or analytical commentary.
• After close reading, write an analysis of semantic patterning of a literary text; this could include extracts from poetry, novels and plays. Semantic patterning includes figurative language, irony, metaphor, oxymoron, simile, hyperbole, personification, animation, puns, lexical ambiguity.
• Identify and discuss the phonological patterning of a ballad or a hymn.
• Investigate the language characteristic in ‘oaths’, such as the ‘Olympic Oath’, ‘Scouting Promise’ or ‘Australia’s Pledge of Commitment’ for new citizens, and how the language reflects the situational and cultural contexts.
• Read a legal document such as a will, a building contract or a piece of legislation and discuss the common sentence types used, how cohesion and coherence are achieved, and the use of any jargon; discuss the prevalence of coordinating conjunctions.
  
  • the War Memorial’s website
  • Kevin Rudd’s Apology to Australia’s Indigenous Peoples
  • Paul Keating’s Redfern Address 1993
  • The Uluru Statement from the Heart
  • Anthony Albanese’s Garma speech
  • Julia Gillard’s misogyny speech
  Discuss the syntactic patterning present, as well as the use of semantic features; write an essay explaining the role of these semantic and syntactic patterns in creating coherence and cohesion, and how they enhance the overall effect of the speech.
  
• 
  In small groups, compile a list of all the words and phrases used in society today to describe ‘death’ and ‘sex’; decide which are euphemisms and which are dysphemisms, and discuss the different connotations of each.
• Consider changes being made to the original language of, for example, Roald Dahl’s books regarding appearance and gender. Other authors whose texts have undergone similar treatment include Agatha Christie and Ian Fleming. Consider the implications of changing original language in terms of negotiating social taboos or promoting social harmony, against the preservation of literature written in different times and contexts. Students could read extracts from the original version of a novel and compare the language that has been changed in the revised version.
• Using on online thesaurus tool, list a range of words and phrases to express sympathy and condolences and examine their typical linguistic features.
• Create and transcribe conversations dealing with embarrassing or difficult topics, such as body odour, sacking an employee, breaking off a relationship, a parent / teacher interview, criticising another’s actions; discuss the language features used, including euphemisms and other politeness strategies, and how these facilitate such interactions and assist in meeting face needs.
• Compare the way that the same event (particularly something of a dramatic nature, such as a natural disaster, a death or a crime) is reported in a range of different media (print and digital); examine how lexical and syntactic choices in particular reveal assumptions about readers’ values and general knowledge. Also examine how different media groups show respect / empathy / bias / neutrality.
• Examine and analyse the language used in the websites of the major Australian political parties; explore the varying levels of formality and the way language is used positively and negatively to promote a certain point of view.
• Investigate media releases presented by the Premier or Prime Minister on different topics. (These are published on their websites.) How does their language change depending on the perceived seriousness of the issue being presented?
• Write an essay on a topic related to the use of formal language, for example ‘In this age of digital communication, is formal language an endangered species in Australian society?’
• Examine newspaper headlines for examples of passive voice and nominalisation. For example ‘Player injured, Melbourne derby abandoned after violent pitch invasion’ (The Age, 17 December, 2022). What effect does the use of passive voice and / or nominalisation have in headlines?
• Students identify ways that they use jargon in their workplace, sport, school subjects and hobbies. How does it enable them to communicate more clearly, precisely and quickly? Consider how it allows them to show their expertise in their workplace etc.
• 
  Explore the characteristics and features of formal texts through a government website.

Detailed example

Characteristics and features of formal texts

1. Go to the website of the Australian War Memorial and list different examples of formal language. These could include the Privacy and Copyright statements as well as information about the Memorial’s history and activities.
2. Pick one text and analyse the discourse and language features which contribute to this text’s formal register. Consider lexicon, including jargon; sentence types and structures; use of passive voice; information flow; and politeness strategies.
3. In groups, discuss how the language in various sections of the website is carefully constructed to present a positive image of Australia’s war involvement. Present findings to the class.
4. Listen to the audio and read the transcript of Kevin Rudd’s Apology to Australia’s Indigenous Peoples speech 2008, Paul Keating’s Remembrance Speech 1993 or The Uluru Statement from the Heart.
5. Discuss the syntactic patterning present in each text, as well as the use of semantic features.
6. Write an essay explaining the role of these semantic and syntactic patterns in creating coherence and cohesion, and how they enhance the overall effect of the text.

Detailed example

Investigate the use of euphemistic language in news media

1. Collect a range of headlines that use euphemistic language. Examples could be language like ‘2GB terminates Chris Smith’s contract after Christmas party incident’ compared to ‘TV and radio presenter Chris Smith sacked from 2GB and Sky News after Christmas party scandal’.
2. Organise the euphemisms into categories – death, unemployment, sex or sexuality etc.
3. Which categories are more likely to be referred to euphemistically in news media? Does the news organisation reporting the issue have an impact on the language used, such as online-only news like news.com.au compared to The Age?
4. Discuss the effect that the euphemistic language has in relation to face needs, social harmony or negotiating taboos.
5. Write an analysis of the types of euphemistic language used in news media and what their purposes are.

Outcome 1

Identify, describe and analyse varieties of English in Australian society, the attitudes towards them and the identities they reflect.

Examples of learning activities

• Before undertaking specific class activities ask students to interview a friend or family member on their ideas of:
  
  • what it means to be Australian
  • understandings of Australian values
  • some common Australian words they regularly use in communications with other
  Collate this research as a class and begin to identify language variation and identities associated with Australian English.
• Investigate the major characteristics of Australian English and compare how they differ from Englishes from other continents, primarily British English and American English, consider:
  
  • ‘Speaking our language: The Story of Australian English’ Bruce Moore
  • ‘The conversation’ articles on Australian English
  • A closer look at Language Variations between American, British and Australian English
  • Australian vs American spelling: what’s the difference?
• Look at recent election slogans, and:
  
  • discuss the corresponding identity that is being portrayed
  • ask students to consider why the creators of the slogans want to focus on these concepts and what identity they project.
• Explore the Macquarie Dictionary website (Regional accents) and discuss regional differences and the reactions that showcase their role in establishing identity (e.g. reaction to potato scallop vs. potato cake).
• Read online discussion of what Australian English entails:
  
  • ABC ‘Conversations’ interview with Kate Burridge
  • ‘The Conversation’ Articles on Australian English
  • Monash University’s study on Australian slang
• Explore the evolution of three accents: Broad, Cultivated, and General:
  
  • research various theories on how the phonology developed
  • explore stereotypes present within each accent
  • explore what corresponding values each accent may present
  • Australian voice resources: Regional accents
• Research an Australian ethnolect, including history features and attitudes:
  
  • students present their findings to the cohort
  • analyse, as a class, the use of the ethnolect and corresponding attitudes towards it
  • write short analyses of these language features and attitudes towards them
• Watch a number of presentations of Australian English from a range of texts:
  
  • students reflect on what they notice and what questions they have
  • some suggestions: Australian reality TV like The Bachelor, Please Like Me (ABC), an Australian news broadcast, FM radio show, Heartbreak High
• Look at a variety of historical representations of Australian English:
  
  • explore a range of texts such as ‘Waltzing Matilda’, ‘Khe Sanh’, ‘Bloke’ (parody), and the national anthem
  • encourage students to reflect on their perception of being an Australian, if this applies to them
  • using metalanguage, describe and analyse how identity is conveyed and reflected in the texts
• Ask students to find their own social media text (on, for example, Instagram, BeReal, Snapchat) that displays Australian English and identity; label features with metalanguage and describe how identity is conveyed in the texts.
• Examine the use of Aboriginal English on social media and online; label features with metalanguage and describe how identity is conveyed in the texts.
• Study a scene from Heartbreak High where they use Aboriginal English and ‘eshay speak’ alongside Australian English:
  
  • describe and analyse how the various identities are portrayed
  • quote and label specific examples of these varieties
  • in an essay consider the plethora of varieties that make up ‘Australian English’
• 
  Explore an advertisement that employs Australian English as a stereotype. Explore the text through at least two subsystems of language and reflect on the construction of an ‘Australian identity’

Detailed example

1. Explore the language in this video from YouTube by transcribing the video into a spoken text. Turning on closed captioning can assist with this process.
2. Using metalanguage, analyse the use of at least three features of Australian English. Label these with metalanguage and ensure you link to how they support the wider purpose and intent of the text.
3. Analyse the use of patterning in this text. Find at least two examples.
4. Watch the video again on YouTube and include an annotation of the spoken features. How does this change the reading of the text?
5. In groups, research the use of Australian English in advertising. Find an example from three different generations and compare and contrast. What does this tell you about an evolving or stagnant Australian identity?

Outcome 2

Identify, describe and analyse how variation in language, linguistic repertoires and language choices reflects and conveys people’s identities.

Examples of learning activities

• Revise and add to the range of definitions for ‘identity’. Provide students with a sheet with a circle on it. Ask them to add facets of their own identity as they read the definitions.
• Discuss a variety of identity features that influence the social and personal variation of English in Australia:
  
  • specific examples for close focus include (but are not limited to) age, gender, occupation, interests, socioeconomic, aspiration, sexuality, and education
  • label ‘common’ features such as phonological differences, lexis use and syntactic differences in each
  • consider frequent stereotypes associated with these identities and subsequently the language features attributed to them
    
• Develop a character profile that includes key stereotypes about a particular demographic in contemporary Australian society (for example, a 65 year-old woman), and ask students to
  
  • identify the type of language that describes the character
  • discuss why certain features are present in this language
  • label the language profile using metalanguage
  • discuss to the idea of attitudes and stereotypes
• Look at historical and modern theories on language and gender. Lakoff (Language and Women’s Place) is a good place to start. Explore critiques of her claim that women use less taboos, such as Do Women Really Demonstrate a Lakoff Power in their Language?
  
  • label the features that are primarily under discussion using metalanguage (e.g. discourse particles)
  • encourage students to outline one thing they agree with and one thing they challenge
• Discuss the changing nature of how we address ourselves:
  
  • the discussion could include but is not limited to pronoun use and terms of address
  • investigate with the class what these changes can tell us about how we identify ourselves
  • find contemporary examples of people in the media and analyse the way they are choosing to represent themselves.
• Allocate each student a ‘myth’ on language and gender:
  
  • ask them to agree or dispel it using research and their own anecdotal experience
  • encourage students to address why this attitude might exist and what it tells us about our wider culture
• Watch clips from ‘Who sounds gay’ by David Thorpe. What does his research suggest about idiolects and stereotypes?
• Discuss the notion of a prestige variety of language:
  
  • reflect upon your own attitudes toward people who speak differently to you
  • which varieties are given prestige status in your school, local community, in the media, in Australia?
  • talk about the role of Aboriginal English and how our notions of prestige can disadvantage those who speak this as a first language.
• 
  Ask students to do a research project on a particular interest group or occupation:

  • ideas can include gaming, LGBTQIA+ community, feminism, downball; find specific language features of this identity group
  • ask students to label these using metalanguage.
• Use The Atlantic article to introduce students to the concept of group identities in families; students quiz their family on what language reflects their unique group identity.
• Listen to two Australian podcasts covering different interest areas; students identify 5 to 10 features that give insight into the identities of the hosts and discuss why.
• Write an essay exploring the notion ‘Language has the capacity to demonstrate who we are and where we’re going’.

Detailed example

Ask students to do a research project on a particular interest group or occupation:

1. Ideas can include gaming, LGBTQIA+ community, feminism, downball; find specific language features of this identity group.
2. Ask students to label these using metalanguage.
3. Ask students to add their findings to a collaborative document and create links between shared history, features and connect these to social context.

Research your / a sociolect and respond to the following questions:

1. Why is language important in the sphere you have chosen?
2. What is the history of this group and the language they use?
3. What are some specific features (using metalanguage) of language in this sociolect
4. What values / interests are revealed through the language of this sociolect 
5. Using your sociolect as an example, respond to the following prompt:

Language has the capacity to reveal facets of who we are and where we belong.