ACLASFU233
Elaborations
- identifying the importance of place and space in the Deaf community, exploring why some places and spaces ensure that a visual language is more accessible to deaf people and promotes a sense of cultural belonging, for example by identifying factors that make a classroom ‘Deaf friendly’, such as U-shape seating, minimisation of window glare/reflection, good lighting and acoustics, flashing lights, suitable interpreter location
- identifying examples of deaf people’s visual orientation towards the world, such as using visual applause or being astute in reading body language
- describing how and why deaf people use vibrating devices to alert them to alarms or information, or have flashing lights for the door, phone, alarm clock, baby cry alarm and other systems
- understanding cultural values associated with the conferring of name signs on those such as second language learners of Auslan who are joining the Deaf community
- explaining the role and function of Auslan–English interpreters and Deaf interpreters and the access and opportunities they provide
- identifying and describing physical markers of identity among deaf people, including the use of sign language and/or hearing devices such as hearing aids, cochlear implants and FM systems
- exploring variation in Auslan fluency among their classmates and members of the Deaf community, identifying the influence of variables such as where and when people learnt to sign and whether they are from a deaf or hearing family
- investigating how Auslan and Deaf culture are promoted in the wider community, for example through the influence of organisations such as Deaf Australia; the work of high-profile individuals such as activists or actors; or through events such as NWDP Deaf Festival, Australian Deaf Games or Deaf art exhibitions
- understanding the nature of the transmission of Auslan, for example how in most cases Auslan is not passed on from parent to child but often from child to child, or to children by adults outside the family, and knowing that some Deaf people learn Auslan as a late acquired language in early adulthood
- exploring the nature of multilingualism in the Deaf community, including the use of Auslan, English and other signed and spoken languages, considering how and when people typically switch between languages and dialects
- investigating the use of digital technology/communication by Auslan users, for example, social media, SMS/texting and NRS and VRS, discussing how these modes of communication impact on issues such as accessibility and communication between members of the Deaf community
- investigating communication methods used by deaf and hard of hearing members of Aboriginal and Torres Strait Islander communities
- discussing behaviour associated with cultural practices, language and traditions, for example, by discussing the concept of reciprocity as a manifestation of how community members share responsibility for each other’s wellbeing, or the value placed on the use of sign language for shared understanding and trust