The nature of the learners

This stage of learning coincides with social, physical and cognitive changes associated with adolescence. Increased cognitive maturity enables learners to work more deductively with language and culture systems, to apply more intentional learning strategies and to reflect productively on their learning. Motivation and engagement with language learning and use are influenced by peer-group dynamics, personal interests and values, and issues related to self-concept. The role of language is central to this process and is reflected in the degree to which learners define themselves as members of language communities, how they position themselves in relation to peer groups, and choices they make in relation to linguistic and social practices. These processes are fluid and context-responsive and impact on learners’ engagement with Auslan and English language learning. Learners at this level are increasingly aware of the world beyond their own and are engaging with youth, social and environmental issues. They are considering their future pathways and choices, including how Auslan could be part of these. They require guidance in their learning, but are increasingly autonomous and capable of independent reflection and analysis, including of their intercultural experience of learning Auslan.

Auslan learning and use

Learners engage with a range of texts in Auslan. They participate individually and in groups in tasks and learning experiences, such as explaining or justifying positions, elaborating opinions, and giving and receiving multistep instructions. They create signed narratives and summarise and critically examine viewed texts. They participate in presentations, conversations, narration and interviews, sometimes with preparation and sometimes spontaneously. Learners acquire skills in analysing and translating increasingly complex texts.

Contexts of interaction

Learners interact with teachers and peers and members of the Deaf community in real-life situations or via online technologies. They may also encounter Auslan in the wider community, such as in the media, at film festivals or community events, or via interactions with guest speakers.

Texts and resources

Learners use a wide range of texts designed for language learning, such as teacher-generated materials and online resources, and their learning is enriched by exposure to a range of authentic texts from the Deaf community, such as websites, films or stories.

Features of Auslan use

Learners extend their grammatical knowledge and metalanguage while beginning to explore more nuanced features of Auslan. They use strategies to initiate and sustain conversations, using more elaborate sentence structures such as embedding clauses. They can identify and describe some metaphorical iconicity. They can create more detailed narratives with appropriate use of non-manual features (NMFs) to express characters and perspectives, understanding and using both character and observer space. They consider connections between language and culture, and make comparisons with their own language and culture. They consider language variation, for example through exposure to other dialects in the BANZSL family.

Level of support

While learners are increasingly autonomous during communicative interactions, continued support such as provision of rich language input and modelled language is needed to consolidate and sustain language development. The teacher provides implicit and explicit modelling and scaffolding in relation to meaningful language use in a range of contexts, situations and learning experiences, and explicit instruction and explanation in relation to complex structures, grammatical functions and abstract concepts and vocabulary. Provision of opportunities to discuss, clarify, rehearse and apply their knowledge is critical in consolidating knowledge and skills and developing autonomy. Learners are encouraged to self-monitor, for example, by keeping records of feedback, through peer support and self-review. They are increasingly aware of and responsible for their own learning, working independently to address their needs, for example by accessing technologies to memorise, learn and expand their language repertoire. They continue to access Signbank and use graphic organisers, modelled texts, dictionaries and teacher feedback to interpret and create texts. They keep records of their learning, for example through creating video journals or folios, using these to record and reflect on their language learning and intercultural experiences.

The role of English

Learners and teachers use Auslan as the primary medium of interaction in language-oriented and an increasing amount of content-oriented learning experiences. English provides a basis for linguistic and cultural comparison. English is also the medium used for expressing experiences, abstract ideas and personal views at a level beyond learners’ Auslan capabilities, such as justifying a position on a social issue or exploring linguistic and cultural practices. English may be used with Auslan to conduct research projects, such as investigating social issues or cultural practices, when source materials in Auslan are unavailable. It is also used in translating, and in bilingual communication. Learners are supported to reflect on the different roles English and Auslan play in their academic work and in their conceptual development.