ACLASFU012
Elaborations
- noticing the handshape of individual signs, and identifying signs that are made with a particular handshape, for example, COCKATOO (hs:5) and SOCCER (hs:fist)
- recognising that signs are categorised by the handshape at the start of the sign
- understanding that signs can be organised by handshape, for example in Johnston’s Auslan dictionaries or localised handshape dictionaries in schools, and that this is useful if an English word for a sign is not known
- noticing the path movement of a particular sign and identifying signs associated with the major types of path movements, for example, THROUGH (forwards) or FULL (down to up)
- noticing the five major locations of signs on the body or in space, and identifying signs associated with each, such as SEE (head/face), SAY (mouth/chin), WHY (chest), TALK (hand) and ONE (signing space)
- understanding that sounds in English words are like handshapes, movements and locations in Auslan in the sense that they are combined together to make signs
- recognising that some signs are iconic, linking to the appearance of a referent, for example, HOUSE, TREE, DRINK, ELEPHANT and that some are not, such as SISTER, WHY, SIMPLE
- recognising that unlike English, which can be spoken or written, signed languages are not usually written down but occur ‘through the air’
- experimenting with different methods of capturing the signed language, such as: a class-invented script, drawing pictures, videoing, English glosses or ASL-phabet