Family languages, Stage 1 resources for CUS1.3 - Identifies customs, practices, symbols, languages and traditions of their family and other families.
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Mirror by Jeannie Baker - YouTube

The incredible new picture book by the creator of Where The Forest Meets the Sea
Erica Phillips's insight:

This last resource is for teachers to see and hear an explanation of the book ‘Mirror’ by Jeannie Baker, this book is a strong resource for CUS1.3 it displays two cultures, two places, two boys and their families in one world.

 

Although they are different in many ways the connection to family and culture is made in the story and pictures of the book.

 

For a lesson reading the book would be able to show how although we are different there are many ways we are the same. This can be used to compare how they are different, this can be done by using VEN diagrams and discussing how their culture is expressed.

 

To develop an understanding of culture, teachers can use this resource to see how this book brings together the ideas of culture, tradition and family. For another lesson idea one could get students in pairs to discuss their families, homes and cultural background. By writing a story and drawing pictures they can use Jeannie Baker’s book ‘Mirror’ as a basis of comparing how each member of the class is different and share their different cultures and languages in their family.

 

This teaching resource is just a video preview of how the book can be used in conjunction with the syllabus point CUS1.3, the book itself is a resource to be used in class as a way of developing students understanding of culture and identity.

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Welcome to Explore & More's Cultures for Kids

Welcome to Explore & More's Cultures for Kids | Family languages, Stage 1 resources for CUS1.3 - Identifies customs, practices, symbols, languages and traditions of their family and other families. | Scoop.it
Erica Phillips's insight:

The resource allows students to click on the ‘kids’ page and find a place of the world to learn about, with facts, games and in particular for the syllabus point CUS1.3 languages in the ‘How do I say?’ section

 

This resource is for students to explore and develop an understanding of different cultures. By using this map students are able to discover information about different places of the world some of which are not well known to a stage 1 learner. This site also allows them to see how each place says certain words and the one main language or examples of the many languages from the same place.

 

This resource is an example global education as students are learning and experiencing cultures similar and different to their own. For a lesson a teacher can show students what it means to be a global citizen through the video link below http://youtu.be/4m9Sq_sirrQ and get students to research, experience and understand the similarities and differences of each other in the classroom, in the community and the world. The students have the opportunity to see that family backgrounds bring different languages, traditions and cultures and by understanding this they are developing a better grasp on the world around them.

 

For teachers this resources is a building block of learning about culture, when teaching this topic one can find further activities on global education at http://www.globaleducation.edu.au/resources-gallery/resource-gallery-teaching-activities.html where students can also learn about the world we live in and the issues it faces.

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Global Wonders: Hello Song with Sing-a-long - YouTube

www.GlobalWonders.com New Children's DVD Series Global Wonders: Hello Song with Sing-a-long Available at Amazon.com, Target, Barnes and Noble, and Toys R Us.
Erica Phillips's insight:

The video above would be used as a resource to build upon the teaching idea of culture through language. This song is a good introduction of different languages and in particular family languages or how students would use languages. By using this resource for stage 1, teachers approach both background knowledge about culture and language but also allow students to talk about different ways we use language, what languages people speak and how this shows the similarities and differences in culture.

 

The understanding that language is at the centre of culture and of interaction, "its primary function is communication" (Nababan, 1974 p. 20). To show students the importance of language and how we communicate to those around us a simple lesson idea would be to make a list of how people say hello, using this song as an example. This would be a great way to get students understand how people from different places communicate differently and allows the students to use different opportunities to gain knowledge by looking it up on the internet, in books or asking others. This will also encourage pair and shares on how students say hello at home developing their understanding of family languages.

 

This song can be used by teaching the song as a whole class and breaking the song down to develop an understanding of where each ‘hello’ is from and which culture it can belong to. It can also be used where groups of students can do research into one ‘hello’ and find further information about that culture. As a class students could add in another verse including any languages from the class that isn’t included in the song.

 

As stated above this resource is a solid introductory resource and can be built further to understand languages of other cultures including their own.

 

Nababan, P. W. (1974). Language, Culture and Language Teaching. RELC Journal, 5(2), 18-30. doi:10.1177/003368827400500203

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Twelve Canoes

Twelve Canoes | Family languages, Stage 1 resources for CUS1.3 - Identifies customs, practices, symbols, languages and traditions of their family and other families. | Scoop.it
12 Canoes is a broadband website presenting, in an artistic, cultural and educational context, the stories, art and environment of the Yolngu people who live around the Arafura swamp in north-eastern Arnhem Land.
Erica Phillips's insight:

This is a student resource is a website with many different links to videos that discuss important elements of the Aboriginal culture, this is developed to create an understanding of the Aboriginal culture as told by the Yolngu people of “Ramingining the northern part of Central Arnhem Land in Australia’s Northern Territory” (Indigemedia Incorporated, Christensen Fund, South Australian Film Corporation and Screen Australia, 2008).

 

The students can develop their knowledge by understanding the important elements of the Aboriginal culture, for the syllabus CUS1.3 the topic of language is covered with a video discussing, their use for languages, different dialects and why its important to their culture that they have languages that they share.

 

This resource will benefit both students and teachers as it shows that within family and community there is language that displays culture and tradition and with that a feeling of belonging. Students need to understand the importance of knowing ones own language, traditions and culture while also seeing the similarities and difference of other cultures.

 

Teachers can use this in a lesson to show the importance of language in culture and is a appropriate way of introducing Aboriginal perspectives on culture within family and community as they have such a rich cultural history,

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talkingidentity.pdf

Erica Phillips's insight:

This resource is for teachers to learn about Aboriginal languages, to be able to teach students about the Indigenous language teachers must be able to discuss the relationship between language, culture and identity. As teachers we must consider how to appropriately teach Indigenous perspectives and through this we must be informed. Particularly with learning about languages it is accurate to say that culture is an immense part of Aboriginal identity and to understand Aboriginal languages one must know how colonisation has affected Aboriginal culture.

 

In this resource on pages 11-13 it discusses how “of more than 250 different Indigenous languages and 500 to 600 dialects in Australia before white colonisation, about 30 remain in use as a medium of communication”. To teach this subject the students would need to know the history of how the language has disappeared since 1788, with or without any Indigenous students it can develop the understanding of how the Aboriginal culture lost language and why it may not spoken at home like other languages.

 

This resource provided teachers with some concepts of Aboriginal languages and in combination of the map showing different languages and nations not only does it provide teachers with contexts for approaching the subject it also gives teachers a resource to show children about how although they are the culture is connected by same languages the different dialects are symbolic of place and identity as well.

 

As stated in the resource “Language use in Aboriginal Australia is very much a factor of kinship. The way people speak to others, to whom they speak and the forms of language used are determined by the relationships of the speakers. Aboriginal people have always been multilingual.”

 

This resource is for teachers to feel comfortable in teaching students about different languages and although this gives teachers an appropriate step, it must be understood that the best way of learning about the Aboriginal culture is through the support and partnership with the Aboriginal community.

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