Years 7 and 8 Band Description
The nature of the learners
The transition to secondary schooling involves social and academic demands that coincide with a period of maturational and physical change. Learners are adjusting to a new school culture with sharper divisions between curriculum areas. There is a need for continuity through change in relation to their language learning. Learners at this level may find themselves in classes involving a range of previous experience with Hindi language-culture. A multilevel and differentiated approach to teaching and task design responds to this diversity of prior experience.
Hindi language learning and use
Hindi is used for classroom interactions and transactions, for creating and maintaining classroom relationships, for explaining and practising language forms, and for developing cultural understanding. Additional opportunities for interaction in the target language are provided by purposeful and integrated use of ICT. Learners work collaboratively and independently, exploring different modes and genres of communication with particular reference to their current social, cultural and communicative interests. They pool language knowledge and resources to plan, problem-solve, monitor and reflect. They use modelled and rehearsed language in familiar and unfamiliar contexts, and increasingly generate original and personal language. They compose and present more complex and varied texts (for example, media and hypermedia texts, shared stories, poetry, songs/raps, blogs, advertisements, reports and journal entries), and plan, draft and present imaginative and informative texts They design interactive events and collaborative learning experiences and participate in discussions and activities. They use vocabulary and grammar with increasing accuracy, drafting and editing written work to improve structure and clarify meaning. They make cross-curricular connections and explore intercultural perspectives and experience.
Contexts of interaction
While the primary context of interaction remains the Hindi language classroom, learners are encouraged to engage in interactions with peers in India and other Hindi-speaking regions of the world, including Australia, through electronic means of communication. Learners have additional access to Hindi speakers through media and community events, websites, social media and radio streaming.
Texts and resources
Learners work with a range of texts specifically designed for learning Hindi in school, such as textbooks, literary texts, videos, readers and online media resources. They also access materials created for Hindi-speaking communities, such as songs, films, magazines, advertisements and websites. They read, view and interact with a growing range of texts for a wider range of purposes (for example, informational, transactional, communicative, imaginative and expressive).
Features of Hindi language use
Learners expand their range of vocabulary to domains beyond their personal experience and interests, applying phonic and grammatical knowledge to spell and write unfamiliar words. They use a range of grammatical forms and language structures to convey more complex relationships between ideas and experiences, creating compound and complex sentences by using postpositions such as मैं अभी लिखूँगा ताकि समय पूरा होने से पहले लेख खत्म कर लूँ।. They recognise the function and form of commonly used suffixes and prefixes and relationships between words with a shared base, such as बुद्धि, सुबुद्धि, बुद्धिमान, बुद्धिमती. They distinguish between active and passive voice according to context, मैंने आपको बुलाया है। आपको बुलाया गया है। and use a range of tenses to describe routines and actions, मैं दिल्ली जा रहा हूँ। मैं दिल्ली गया था।मैं दिल्ली जाऊँगा. They develop awareness of how language structures shape textual features, and they adopt a wider range of processing strategies, drawing increasingly on their understanding of text conventions when encountering unfamiliar texts. They continue to build metalanguage to describe grammatical and textual features. They recognise and use idiomatic expressions such as आँख का तारा, and employ descriptive and expressive language, including onomatopoeic and mimetic words, to create particular effects and engage interest.
Learners make connections between texts and cultural contexts, identifying how cultural values and perspectives are embedded in language and how language choices determine how people, issues and circumstances are represented. They are increasingly aware of the relationship between languages and cultures, noticing, for example, values such as family commitment and respect expressed in cultural practices as well as embedded in Hindi grammatical and vocabulary systems. They reflect on the nature of bicultural and intercultural experience, on how languages change in response to social and cultural change, and on their individual identities as users of two or more languages in a multicultural social context.
Level of support
Particular support is required at this stage of learning to manage the transition to secondary schooling and to encourage continued engagement with language learning. Opportunities to review and consolidate prior learning are balanced against provision of engaging and relevant new experiences and more challenging tasks. Learners require continued scaffolding, modelling and material support at paragraph and whole-text level for written language and for developing fluency and accuracy in spoken language. They are supported to develop increasing autonomy as language learners and users, and to self-monitor and adjust language in response to their experience in various contexts. They are encouraged to engage more critically with resources such as websites, dictionaries, translating tools and other language resources designed to enrich their receptive and productive language use.
The role of English
Hindi is used in more extended and elaborated ways and English is used when appropriate for comparison or reflection. Using Hindi to express ideas and feelings, exchange opinions and manage shared activities increasingly involves ‘cultural’ as well as ‘linguistic’ choices, personal and social elements as well as grammatical ones, such as making decisions about the use of titles and polite prefixes. At this stage, learners draw from both languages as they move from the what considerations to the why and how questions: from noticing that language and communication are culturally shaped to thinking about the values, experiences and perspectives that lie inside cultural differences, and about how these impact on their own experience as they move between languages and cultural systems.