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FL 1-2 Content Descriptions - Understanding language and culture

Understanding systems of language

recognise modelled combinations of signs and use Handshape, Orientation, Location, Movement (HOLM) and non-manual features (NMFs) to make meaning

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  • noticing the location of a sign on the body or in space and considering its connection to the sign’s meaning, for example, signing THINK or KNOW on the location of the head related to our brain doing the thinking or containing knowledge

  • recognising the use of specific handshapes when signing, for example, COCKATOO handshape:five and SOCCER handshape:fist

  • practising the parameters of HOLM and NMFs to produce meaningful signs such as handshape:hook, or tapping the nose twice (SISTER), the chin twice (DINNER), or cheek twice (FUNNY)

  • developing double-handed signs such as SET UP and CONFIDENT, where both hands are engaged

  • practising signing at a consistent speed and pace

  • recognising movements of the hands in modelled signs, for example, GIRL or BOY

  • using fingerspelling to identify common classroom items using clear letter formation

  • recognising that some signs are iconic, linking to the appearance of a referent, for example, HOUSE, TREE, ELEPHANT, and that some are not iconic, such as SISTER, WHY, SIMPLE

  • following a simple handshape chart, such as categorising handshapes with the signs, showing handshape incorporating HOLM, for example, the flat handshape for COMMUNITY, MUM, HEAD and HAT

  • practising signing with correct mouth gesture, for example, not ‘mumbling’ by using a small mouth movement and not ‘yelling’ by using an overly large mouth movement

Literacy

Intercultural understanding

recognise that signs and features of language are used to construct meaning in Auslan

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  • showing understanding of signing space, movement, CAs, DSs and NMFs, such as using medium signing space for normal signed discourse and larger space for more energetic/emotional signed discourse, or smaller space for discreet signed discourse

  • understanding how to create complete sentences through movement within signs, for example,

    FINISHED CALL PRO3 (sign moves from the signer to referent)

    I called him.

    PRO2 HELP PRO3(PL) (the sign HELP moves from the referent location to the signer’s body, expressing that the help was given to them)

    You helped them.

  • identifying how DSs can be represented by handshapes and SASSs, for example, a person, pole or tree can be represented by a pointer handshape, a cylinder can be traced by a cup handshape, and SASSs can also be used to show size and length of an object such as a ruler

  • understanding that signing involves a combination of signs, CAs and DSs to convey detailed information, for example, The man walked slowly can be expressed as

    MAN WALK SLOW

    or

    PT+f DS:MAN-WALKS-SLOWLY

    or

    CA:MAN-SWINGS-ARMS-NONCHALANTLY

  • noticing that single-digit numbers can be separate lexical items or merged into other signs (numeral incorporation), such as those for ages, for example, AGE-YEARS(FIVE), or adverbs of time such as WEEK-AGO(THREE)

  • categorising noun signs in clauses such as common and proper nouns, for example, DOG, PARIS, fingerspelled nouns such as

    GIRL READ versus PRO3 READ

  • recognising that there is no verb ‘to be’ in Auslan, for example,

    PRO1 COLD

    I am cold.

    PRO2 GO SHOP?

    Are you going shopping?

  • practising the signing of examples of adjectives that describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD) and using lexicalised signs such as colour and sound, or for size, shape, weight, texture

  • recognising that adjective signs can reinforce the signers’ messaging or description and are used for distinguishing between statements and those that are questions
  • using NMFs and SASSs to represent meaning, such as widening eyes and puffing cheeks for depicting growth, puffing cheeks and slumping shoulders for depicting heaviness, narrowing eyes and mouth for something thin
  • noticing that Auslan pronouns are different from English because they do not show gender, but they can show location and a specific number of referents, using NMFs

Literacy

Intercultural understanding

notice that Auslan has features that may be similar to or different from English

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  • noticing that Auslan has more flexibility in word order than English
  • comparing differences in forms of address in signed and spoken languages, for example, not using a person’s name when signing directly to them, unlike the use of names in English and some other languages
  • participating in shared reading of children’s books containing Auslan images and English text, asking and answering questions about unfamiliar words and phrases, and noticing the comparative number of signs and words used in the book
  • recognising that there are many sign languages around the world and that sign languages in English-speaking countries, such as Auslan, American Sign Language (ASL) and British Sign Language (BSL), are different
  • creating a chart or poster to compare signs used in ASL, BSL and/or New Zealand Sign Language (NZSL) that are similar to Auslan
  • recognising that different texts serve different purposes in both Auslan and English, for example, comparing the Auslan and English texts in a procedure such as a recipe or in a narrative such as a story

  • recognising lexicalised signs when comparing Auslan expressions used in everyday interactions such as greetings with equivalent English expressions, for example, HOW-ARE-YOU? compared with How are you?, and combining with NMFs to convey meaning, mood and tone

  • comparing sentences in Auslan and English, for example, comparing how features of CAs, such as body movement, mannerism, role shift, eye gaze and NMFs, may or may not be present in an English translation
  • creating a poster, chart or diagram of the origins of Auslan from BSL and Irish Sign Language (ISL) used by early settlers and convicts in the early 1790s

Intercultural understanding

Understanding the interrelationship of language, culture and identity

notice that people use language in ways that reflect cultural identity

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  • identifying and showing markers of social and cultural identity when introducing themselves, their family names, given name/s, and/or sign names if appropriate, in a role-play
  • noticing how identity is represented in a sign name, discussing the names of class members and where that name came from, if appropriate
  • identifying themselves as members of a Deaf community, describing their ways of communicating with deaf, hard of hearing and hearing children, family members and the Deaf community
  • exploring symbols and language used by First Nations Australians and the Deaf community in a range of contexts, for example, finding out what the symbols on flags represent
  • exploring the Deaf way’ such as the use of physical space to ensure signers can see each other, being able to communicate through windows or from a distance, and recognising the importance of facial expression, eye gaze and NMFs in conveying information in a visual-gestural language and culture
  • considering roles and responsibilities in relation to membership of a community, for example, in a Deaf community, by describing how they can help others to be aware of their communication preferences in the classroom, or with responsibilities related to a local community, such as how to be a caring neighbour
  • identifying different ways Deaf community members communicate with each other and with members of the wider hearing community using Auslan or English, including face-to-face or online, interpreters and relay services
  • using a Y-chart to compare aspects of their lives as deaf or hard of hearing children with those of hearing children, for example, ways of playing games such as the swimming-pool game Marco Polo, which uses splashing instead of calling out their name
  • talking about Auslan signs or informal signs they might use at home that are different from signs used by other people

Critical and creative thinking

Intercultural understanding

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