Learning a new language does not require forsaking the first language. They begin to see the complexity, variability and sometimes the contradictions involved in using language. By learning a new language, or learning to use an existing language in new domains and contexts, students are able to notice, compare and reflect on things previously taken for granted to explore their own linguistic, social and cultural practices as well as those associated with the target language. Learning to move between the existing and new languages and cultures is integral to language learning and is the key to the development of students’ intercultural understanding. Students bring to their learning various preconceptions, assumptions and orientations shaped by their existing language(s) culture(s) that can be challenged by the new language experience. It is integral to communicating in the context of diversity, the development of global citizenship and lifelong learning. The development of intercultural understanding is a central aim of learning in the Australian Curriculum: Languages. The learning area or subject with the highest proportion of content descriptions tagged with Intercultural Understanding is placed first in the list. Intercultural understanding is more apparent in some learning areas than others, being most evident in those aspects of learning concerned with people and their societies, relationships and interactions, and with the cross-curriculum priorities for Aboriginal and Torres Strait Islander Histories and Cultures, Asia and Australia’s Engagement with Asia, and Sustainability. Intercultural understanding focuses primarily on the development of skills, behaviours and dispositions as well as drawing on students’ growing knowledge, understanding and critical awareness of their own and others’ cultural perspectives and practices derived from learning area content. This icon shows where Intercultural Understanding has been identified in learning area content descriptions and elaborations. Though all are significant in learning to live together, three dispositions – expressing empathy, demonstrating respect and taking responsibility – have been identified as critical to the development of Intercultural Understanding in the Australian Curriculum. It cultivates values and dispositions such as curiosity, care, empathy, reciprocity, respect and responsibility, open-mindedness and critical awareness, and supports new and positive intercultural behaviours.
Intercultural understanding stimulates students’ interest in the lives of others. It offers opportunities for them to consider their own beliefs and attitudes in a new light, and so gain insight into themselves and others. It develops students’ abilities to communicate and empathise with others and to analyse intercultural experiences critically. Intercultural understanding encourages students to make connections between their own worlds and the worlds of others, to build on shared interests and commonalities, and to negotiate or mediate difference. It involves students learning to value and view critically their own cultural perspectives and practices and those of others through their interactions with people, texts and contexts across the curriculum. Intercultural understanding combines personal, interpersonal and social knowledge and skills. It assists young people to become responsible local and global citizens, equipped through their education for living and working together in an interconnected world. Intercultural understanding is an essential part of living with others in the diverse world of the twenty-first century. Intercultural understanding involves students learning about and engaging with diverse cultures in ways that recognise commonalities and differences, create connections with others and cultivate mutual respect. They come to understand how personal, group and national identities are shaped, and the variable and changing nature of culture. In the Australian Curriculum, students develop intercultural understanding as they learn to value their own cultures, languages and beliefs, and those of others.
National Literacy and Numeracy Learning Progressions.General capabilities and career education.Framework for Aboriginal Languages and Torres Strait Islander Languages.Supporting gifted and talented students.Asia and Australia’s Engagement with Asia.Aboriginal and Torres Strait Islander Histories and Cultures.
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