1. Intercultural knowledge and language awareness
Interpersonal development
Questions for class discussion

2. Interpersonal development: Building social relationships
Students are expected to demonstrate:
Knowledge of appropriate behaviour in different contexts
Inclusive behaviour that recognises similarities and acknowledges difference
Respect for different needs when maintaining harmonious social relationships
Awareness of how diversity can influence social behaviour; for example, differences in culture, abilities or economic status
Awareness of another’s feelings through observation, discussion and thoughtfulness
Awareness of strategies for recognising and responding appropriately in diverse contexts
Awareness of perspectives of others
Respect of diverse traditions and practices; for example, different religious beliefs or celebrations
Behaviour that is mindful of how people of other cultures may think and feel about significant events
Awareness of that there are a range of influences that determine people’s values and beliefs
Knowledge and skills in the employment of a range of strategies for managing differences in social relationships
Understanding of the many social influences, such as values, culture, gender and power, that may affect relationships

3. LOTE: Intercultural knowledge and language awareness
Students are expected to:
Possible interpersonal tasks:
apply relevant conversational rules and expectations.
use appropriate language and levels of respect in different circumstances, thus reflecting the relationship between the speakers of the language.
demonstrate understanding of cultural influences on the ways people behave and use language, through approximating accurate and context-sensitive language use.
identify nuances in meaning, and demonstrate awareness of the dynamic nature of language through the language and mannerisms they use.
Visiting a friend’s house for the first time
Buying a present
Planning an outing, and expressing preferences
Introducing yourself, friends and family at a party
Asking for assistance in a shop
Asking a friend for a favour
Writing an to request information
Writing a letter to complain
Attending a job interview
Discussing a problem in your host family, or with the exchange student living with you:
sharing chores
time on the phone/computer
curfews
privacy
meals or other needs
Discussing a problem at your host school
Persuading teachers to adopt a new dress code at your host school
Persuading teachers at your host school to allow a new student-friendly rule
Giving a thank-you speech at your host school

4. Students are expected to: Possible language / interpersonal tasks:
interact with a variety of speakers of the language, possibly from different countries and communities, including Australia
extend their understanding of perspectives on the themes and topics studied
gain understanding of diverse views and beliefs within and between these communities.
Students contribute to discussions about the general concept of culture, and the relation of cultures to each other, including the effects of migration and travel, by presenting illustrative examples in the language.
Students express their own views and values in relation to simple scenarios or propositions. They compare them with previously held views.
Planning a meal
Celebrating a special occasion
Being or hosting an exchange student over the Christmas/New Year period
Attending a wedding
Responding to an invitation to go hunting or to a blood sport event
Interview: leisure activities
Discussion about women’s positions and roles in the LOTE community
Interview: family life and family structures (and the changing nature of relationships)
A survey about career choices and expectations
Interview: the immigration experience, and coming to live in Australia
Discussion about what is taught in schools
Discussion about the role religion plays in daily life
Interview: an experience of war or violence
Discussion: what is expected of teenagers
Interview: the role of the elderly in society

5. Interacting: first stage
Teachers:
present tasks or scenarios appropriate to the class
support scenarios with appropriate models of language
avoid stereotyped or generalised scenarios and models
promote participation of all learners.
Students:
view, read and listen to the texts and language models that support the scenario
undertake tasks and discussions to build comprehension, language proficiency and awareness, and cultural knowledge
attempt performances of the scenario.

6. Noticing Class activity Questions for discussion
Students:
engage in pair / group / class discussions to analyse interpersonal interactions in the scenario
express themselves in both English and the LOTE where possible
Teachers:
ask guiding questions
provide additional resources and language models if necessary
encourage students to notice forms, processes, strategies, hierarchies, and responses to language choices.
listen to and build upon student responses.
What is happening here?
What is being said?
What do you see?
What do you think?
Is this surprising or confusing?
Is there something you don’t understand?
What would you expect to happen?
How would you feel in this situation?

7. Comparing Class activity Questions for discussion
Students:
compare cultural similarities and differences
use their personal experience of diverse cultures to inform discussion
discuss the range of values, beliefs and practices that exist within the target culture, as well as within the cultures ‘owned’ by class members
question stereotypes and generalisations
express themselves in both English and the LOTE where possible
Acknowledge the opinions of classmates
Teachers:
create opportunities for students to discuss values, beliefs and practices with members of the LOTE-speaking community
ask guiding questions
listen to and build upon student responses
Show respect for diversity of views in the classroom.
How is this similar to what you would think, say and do?
How is this different from what you would think, say and do?
Can there be different perspectives on this situation?
How do you expect people from other cultures to respond to this situation?
Does everyone from the other culture respond in the same way?

8. Reflecting Class activity Questions for discussion Students:
analyse how language reflects culture
think about how responses to a scenario vary depending on the individual’s cultural beliefs and social position
consider the effects of migration and travel on cultural perspectives
identify general cultural patterns that flow across specific settings and times
discuss how language use varies depending on the position and relationship of the speakers/ writer/ reader
reflect on their own roles as language users, and how others would respond to their language choices
present examples in the LOTE to demonstrate their language awareness
describe some of their present understanding about culture (their own and the LOTE culture), and compare this with previously held views
Teachers:
promote reflection on linguistic and cultural concepts.
create a multi-perspective, intercultural space for engaging with cultures, without students abandoning their first culture.
How did/would you react to this situation?
How did/would you interpret the writer/speaker’s meaning?
Was the meaning different from what you expected?
Why did you interpret this situation in this way?
Which influences can you identify in this situation: culture? age? gender? social position? economic status?
Does everyone from a culture always act in the same way?
What kind of language would you use in this situation? What would the consequences of your language choice/response/reaction be?
What are possible reasons why others respond in the way they do?
Would you now have a new way of looking at the situation?
Would you respond differently if in future you found yourself in this situation?

9. Interacting: with insight
Class activity
Student evaluation
Students:
show willingness to interact with people from other languages and cultures.
demonstrate awareness of the validity of values and beliefs other than their own.
when presented with fresh scenarios, demonstrate understanding of cultural influences on the ways people behave and use language, through approximating accurate and context-sensitive language use.
identify nuances in meaning, and demonstrate awareness of the dynamic nature of language through the language and mannerisms they use in interactions in a range of cultural settings
Teachers:
provide fresh opportunities for students to apply their intercultural knowledge and language awareness
avoid presentation of stereotyped or generalised cultural scenarios.
promote participation of all learners.
encourage self-monitoring and self-assessment.
I think that interacting with people from other cultures, and in other languages, is a positive experience.
I am aware of my own values and cultural influences, and realise how this influences the way I interact with people.
I can acknowledge the individual and not just the cultural background
I can try to see a situation from other perspectives
I can use language and cultural knowledge wisely in new situations
I can accept feedback from others about my use of language and cultural knowledge