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FL 3-4 Content Descriptions - Understanding language and culture

Understanding systems of language

recognise and use combinations of signs to form words and phrases

AC9L1AU4U01

  • using the 5 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 NMFs are an element of a sign and are used to show emotional states as well as demonstrating emphasis, weight, exertion, proximity, texture and speed, for example, puffed cheeks to demonstrate heaviness of an object being carried

  • noticing the orientation of handshapes in signs by focusing on a handshape of the week, such as a pointer handshape, and linking with lexicalised signs like BOY, THINK, PEOPLE

  • identifying and demonstrating compound signs and recognising the HOLM and NMF of signs to create new meaning, for example, the sign RED + BALL = TOMATO

  • distinguishing between single-handed signs such as MUM, SON, 2-handed signs such as BOOK, CHURCH, and double-handed signs such as TOILET, CONFUSE and TOMATO
  • using pace and speed to demonstrate anticipation and/or to enhance storytelling
  • recognising the pattern and describing how the movement changes between groups of related numbers, for example, 5, 15, 50, fifth
  • noticing that meaning through fingerspelling can be expressed at a slow, medium and fast speed to match the deaf audience, given the environment, context and the familiarity with the word or concept they are spelling

  • recognising and identifying the fully lexicalised signs that originated as partly-lexical DSs, for example, AEROPLANE, TICKET, DRINK, MEET and MEETING

  • understanding and identifying the concept of linguistic aspects in HOLM

  • recognising how to sign with correct mouth gesture to show emphasis and represent force and noise, for example, expressing certainty by mouthing ALP while signing PRO1 SURE

Intercultural understanding

recognise and use Auslan language conventions, grammatical structures and basic syntax, in familiar texts and contexts

AC9L1AU4U02

  • recognising that Auslan users’ use of signing space, movement, CAs, DSs and NMFs enrich many elements of the language, for example, integrating NMFs to show adjectival meanings such as READ CAREFUL, with the sign CAREFUL accompanied by appropriate NMF

  • demonstrating examples of types of DSs, including entity, handling and SASSs, and their use in context
  • noticing how signers visually reconstruct their own or another’s talk and/or actions using all elements of CA which includes eye gaze, NMFs and role shift, for example, identifying when the signer changes character or reacts in a particular way

  • using verb and noun lexicalised signs to describe a person, animal or items, for example,

    FOOTBALL WHERE PT+f GYM

    The football is at the gym.

  • contributing examples of signs that tell when, where or how a verb happens, such as

    WANT LUNCH NOW

    I’d like lunch now.

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    PRO1(PL) RUN FAR

    We have run far.

    PLEASE COME HERE

    Come here please.

    PRO2 QUICK FINISH

    You finished quickly.

  • noticing the relationship between the location of referents and the direction of some indicating verbs, for example, role-playing CALL PRO1, CALL PRO2

  • recognising and responding to verbs in signed text, for example, doing (WALK, WRITE) and saying (TELL, CALL (YELL), ANNOUNCE) verbs in teacher instruction and narrative texts

  • distinguishing between and using yes/no questions and wh- questions, and noticing that each type of question has different NMFs

Literacy

Intercultural understanding

recognise familiar Auslan structures and features and compare with those of English, in known contexts

AC9L1AU4U03

  • comparing word order in Auslan phrases with written English, for example,

    FORWARD WEEK(TWO) PRO1 HOLIDAY

    I am going on holiday in 2 weeks.

  • recognising some signs are borrowed from other sign languages around the world, such as ASL and BSL, for example, the kiss fist gesture is a form of ASL expression meaning TRULY LOVE IT

  • noticing that differing purposes in the creation of Auslan texts result in differing types and amounts of signing, for example, the use of more CAs in narratives

  • recognising there are lexicalised signs for common English words and abbreviations such as the days of the week, name of the month or names of states, for example, FS:VIC, NSW, SA

  • recognising the features of using different NMFs, eye gazing and mannerism to gain, hold and finish explaining the context, and considering words in English which perform similar functions such as Yes, Really?, Wow and That’s it.

  • comparing Deaf and hearing jokes, noticing that Auslan jokes have an emphasis on visual elements and Deaf ways, for example, the timber joke
  • keeping an Auslan/English bilingual class record of lexicalised Auslan signs and informal signs that they might use at home and at school

Critical and creative thinking

Intercultural understanding

Understanding the interrelationship of language, culture and identity

identify connections between Auslan, cultural practices and identity

AC9L1AU4U04

  • exploring the positive effects of learning Auslan, such as the ability to express themselves and to belong to the Deaf community
  • recognising and identifying behaviours, rights, roles and responsibilities as a member of the Deaf community in relation to ownership and maintenance of Auslan, and how these rest within the Deaf community
  • recognising the distinctive behaviours and attitudes in the Deaf community that is the ‘Deaf way’, such as ‘the long goodbye’ and storytelling in social settings, for example, over-explaining why one arrived late, and direct/blunt comments
  • exploring representations of information used in cultural expressions of First Nations Australians and making connections with those of Auslan language and culture, for example, the different regional words used by First Nations groups to identify themselves, such as Zenadth Kes, Koori, Koorie, Noongar and Nunga, and comparing this with the way identity is expressed by Auslan users
  • recognising that Aboriginal and Torres Strait Islander peoples’ use of signed languages is a mode of communication
  • considering markers of social and cultural identity and their adaptations to Auslan use when communicating in different environments, such as in video chats, across a large yard, or when one or both hands are occupied, for example, variations in vocabulary, size of signing space, clarity of signs, use of fingerspelling and NMFs
  • comparing social etiquette in different communities and cultures, for example, the importance of eye contact in the Deaf community or comparing manners in different intercultural contexts
  • identifying different ways Deaf community members communicate with each other and with members of the wider hearing community, including face-to-face or online, such as National Relay Service (NRS) or Video Relay Service (VRS), through social media, the use of written English, or using interpreters
  • recognising variation in adaptation of signing between different users of Auslan, for example, people who are deafblind use hand-over-hand signing, haptics and tactile fingerspelling
  • developing a timeline about significant Auslan milestones such as the introduction of Auslan in Deaf schools and the publication of the Auslan dictionary
  • understanding the effects of and variation in signers and signs across Australia, for example, differences in age, schooling or location such as northern/southern dialects

Intercultural understanding

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