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FL 5-6 Content Descriptions - Understanding language and culture

Understanding systems of language

apply knowledge of signs, pace and signing space to develop fluency in familiar contexts

AC9L1AU6U01

  • identifying and comparing where and how a signer has established a location in space, through the use of points, non-body-anchored signs or fingerspelled words, for example, BOAT being signed in the neutral space in front of the signer’s torso area, or signing DREAM above their head space

  • identifying, demonstrating and describing the various types of NMFs such as movements of the eyebrows, eyes, nose, mouth, cheeks, shoulders and body, for example, considering which NMFs are used to express something that is heavy, far away, light, urgent or distressing
  • producing signs using the correct HOLM and NMF in citation form
  • creating a transcription of Auslan and English to identify what HOLMs and NMFs are used for DSs through the use of entity, SASSs and/or handling

  • recognising that 2-handed signs can occur with a standard mouth gesture and that these are sometimes called multi-channel signs, for example, BA-BA and PAH

  • developing the strategic use of speed and pacing to build anticipation and captivate an audience, for example, when recounting an event or telling a story to the class

  • identifying signs that are arbitrary and have the same movement of the hands, for example, SISTER and BOY, and others that are derivative, such as SHOWER and FOOD

  • understanding that many features of fingerspelling and signed languages occur simultaneously, such as using CA and entity at the same time, for example, use of CA to mimic an angry wolf bearing down on a lamb which is depicted through the use of a finger (entity), compared with spoken language features which typically occur sequentially

  • noticing how deaf and hard of hearing Auslan users code-switch when signing from fully-lexical signs to partially lexical signs, impacting the formality of their signing movement and location, for example, signers in an informal conversation with someone familiar may use the non-citation sign for KNOW, moving the sign to the chin rather than its usual place at the temple

  • identifying and classifying examples of HOLM in an Auslan text, for example, watching a story and identifying examples of when DSs such as entity, handling and SASSs as well as CAs are used in the story

Intercultural understanding

use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts, using appropriate textual conventions

AC9L1AU6U02

  • developing fluidity in signed word order, with a focus on visual and key elements of a story, through the use of signing space, movement, CAs, DSs and NMFs

    PRO1 SWIM CA:EXERTION AND DETERMINATION, BUT WIN? DS:HEAD-SHAKE NO

    I swam really hard but didn’t win.

  • identifying examples of DSs in an Auslan text, and recognising and using handshape and movement to represent different things in each type of DS, for example, entity DSs, handling DSs and SASS DSs
  • using CA to represent the words, thoughts or actions of different characters in a text, for example, shifting from one role into another through eye-gaze change, role shift, head orientation change, and matching facial expressions

  • recognising that in many clauses, signers ‘tell’ with fully-lexical signs at the same time as ‘show’ with CAs, DSs and other gestural elements, for example, using CAs to depict a child tapping her mother, signing WATER PLEASE depicts the full meaning of The child asked her mother if she could have some water.

  • using directional and locational indicating verbs and noticing that verbs differ based on movement modification at the start of a sign, the end of a sign, or both

  • joining clauses and creating cohesion by using conjunctions such as PLUS, ALSO, IF or BUT

  • recognising that clauses can be linked equally or unequally, where one clause depends on another, for example,

    STUDENT BORED, TRY FOCUS

    The student was bored and tried to focus.

    versus

    FS:IF BORED, OPEN-BOOK READ

    If you are bored, read a book.

  • giving information about how a verb happens over time by changing the movement, for example, signing WATCH versus WATCH DS:SLOW-REPEAT watch again and again

  • recognising that quantifiers such as FEW or LOTS, MANY, TOO MUCH, are also types of adjective signs, while also recognising that multiples can be expressed through reduplication, for example, CATS CATS (moving sign in across the signing space) to express ‘lots of cats everywhere!’

  • using adverbs to modify adjectives using NMFs, for example, REALLY or VERY, whereby changes in mouth patterns and movement of signs can intensify adjectives, for example,

    RED NMF:EYES-WIDENING

    bright red

    PLEASE NMF:SMILING-HEAD-NODDING

    Please! (with emphasis)

    TALL NMF:EYES-WIDENING

    sooo tall

  • distinguishing between the citation form of a noun, verb and the overlaid adverbial NMFs, and the meaning each part carries, for example, MAN SPRINT (base form), MAN SPRINT NMF:INTENSITY (manner added)

Literacy

Intercultural understanding

compare Auslan structures and features with those of English, using some familiar metalanguage

AC9L1AU6U03

  • keeping a class poster to record the different ways that English words are borrowed in Auslan, for example, the use of fully fingerspelled words such as FS:NOUN, the fingerspelling of the first letter of the corresponding English words, such as F for Friday, or abbreviations of English words, such as state names FS:SA, FS:TAS

  • building metalanguage to comment on grammar and vocabulary, for example, comparing adverbs used to express emotions in Auslan, such as raising an eyebrow to show questioning or lowering the eyebrows to show surprise, with equivalent English terms
  • recording and using metalanguage to share similarities and differences in structure and language features in Auslan and English texts, for example, a recount or a narrative in both languages

  • creating class lists of fingerspelled words which have become lexicalised, such as HOW, CHOC, IF, BUT and ABOUT, and looking at how this process has changed the form of words over time, for example,

    MOTHER = MX2

    FATHER = FX2

    PARENTS = M-F

    FRIDAY = F

    TOILET = TX2

  • using different NMFs, eye gazing and mannerism to distinguish between minimal pairs in Auslan, and comparing with minimal pairs in English, for example, in Auslan, BATH and EXCITED have a handshape difference to change the meaning of each sign compared with, in English, the one-letter difference in the minimal pairs pin and pun

  • observing Auslan signers, recording and describing examples of their use of space and features, such as topographic space, diagrammatic space and viewer space
  • researching and presenting a report or poster on the origins of Auslan and its influence, and including possible influences today, for example, expressions related to social media or expressions that have come from alternative versions of sign language such as ASL and BSL

Critical and creative thinking

Intercultural understanding

Understanding the interrelationship of language, culture and identity

recognise that language reflects cultural practices, values and identity, and that this impacts on communication

AC9L1AU6U04

  • identifying markers of social and cultural identity that are significant in the Deaf community, for example, using expressive movements to emphasise deafness and associated identity
  • building a personal profile of their own journey as a member of the Deaf community, including, for example, school, youth camps, social networking through Deaf sports and Deaf events, and recognising Deaf Gain in relation to their personal identity
  • understanding the importance of the Deaf way’, such as relying on visual cues to determine and predict what is happening in their environment and comparing how this is achieved in a hearing world, for example, understanding what is happening at the train station after there has been an audio announcement regarding scheduling changes
  • exploring, in Auslan or English, how First Nations Australians’ languages and cultures are expressed, and considering similarities and differences in the cultural expressions of the Deaf community
  • investigating and presenting an aspect of Deaf history, for example, the achievements and influences of Thomas Pattison, FJ Rose or William Thomson
  • creating a poster for the school library about the tools and strategies used to navigate the hearing world, for example, outlining the technologies and software applications used to improve accessibility and inclusivity in communication, such as a speech to text app, closed/open/live captioning software, and bluetooth streaming technology
  • presenting in a school assembly the importance of sustaining and maintaining Auslan

  • identifying cultural aspects of deaf and hearing culture, such as differences between the use of personal names in Auslan and other languages, for example, the fact that Auslan signers often use ellipsis or indicative verbs instead

    DRINK WANT? = use of ellipsis

    Does she want a drink?

    ASK (sign moves in direction of referent) = use of indicative verb

    Ask her.

Critical and creative thinking

Intercultural understanding

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