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FL 9-10 Content Descriptions - Communicating meaning in Auslan

Content Descriptions

Interacting in Auslan

initiate, sustain and extend exchanges in a range of contexts, responding to ideas, opinions and perspectives, adjusting their language in response to others

AC9L1AU10C01

  • using code-switching skills to communicate with a range of Auslan users such as those who are Deafblind, young or new to signing

  • using impartiality to ask and respond to requests for elaboration or perspectives, for example,

    WELL ONE RESEARCH PT+f SHOW BUT OTHER RESEARCH SHOW DIFFERENT

    Well, one type of research showed this, but another type of research showed a different result.

  • integrating discourse markers to facilitate coherent and cohesive flow of communication, for example, ANYWAY, THEN, PAUSE-NOD, list buoys, fs:SO, NOW, BUT, as well as hand clasp, hand drop to indicate turn-taking

  • demonstrating appropriate use of register to show formal or informal interactions by modifying manner, pace, use of signing space, pauses or eye gaze, in role-plays and skits

  • identifying and using nuances in emotions and opinions, for example,

    RECOGNISE PRO2 UPSET PRO1(PL) TIME-OUT

    I acknowledge that you are upset. Let’s take a break from this.

    WOW TRUE IMPACT PT+c

    Wow, that’s really made an impact on me.

    ANGRY? FURIOUS!

    I’m not angry … I’m furious!

  • making connections between their own and others’ ideas or beliefs in an exchange using conditionals, for example,

    SOMETIMES POSSIBLE HAPPEN WHY? FS:IF PRO2 PAST THINK (CONTEMPLATE) WILL TRUE HAPPEN

    Sometimes things happen because you think they will, so it comes true.

    FS:IF PRO2 THINK PRO2 CAN PRO2 CAN. FS:IF PRO2 THINK PRO2 CAN-NOT PRO2 CAN-NOT

    If you think you can, you can. If you think you can’t, you can’t.

  • engaging in turn-taking to share views, opinions and cultural perspectives on a topic, for example,

    WAIT LET PT+rt FINISH FIRST THEN PRO2 PT+f

    Wait for the person to finish talking then you can have your turn.

  • demonstrating different strategies and sign choices when communicating in different contexts, for example, modifying the timing of signing when with an interpreter

Literacy

Intercultural understanding

contribute to discussions that involve diverse views to negotiate outcomes, debate issues and compare experiences

AC9L1AU10C02

  • working in groups to achieve a successful outcome for a hypothetical scenario, for example, ‘What 10 items would we agree to take to a deserted island?’
  • planning questions and responses to interview an Auslan user about their experiences or opinions on selected topics, such as a discussion around recommended actions to improve the school or local area

  • negotiating with a peer on how to improve a task, for example,

    GOOD PRO1(PL) THINK (CONTEMPLATE) TRY-OUT SWAP?

    It’s good we thought about it. Why don’t we try swapping?

  • working with peers to plan key points for an argument in a debate, using space and NMFs to contrast views and interactional strategies, for example,

    PRO2 CONFUSE. PRO1(PL) REVISE

    I’ve confused you; let’s do that again …

    PT+lf BELIEVE WHAT … PT+rt OPPOSITE BELIEVE WHAT … PT+c PRO1 BELIEVE …

    They believe … but they believe … I believe …

  • planning and presenting a group task, for example, a speech to celebrate, commemorate or acknowledge a significant person or event
  • negotiating what to include in an informative signed resource for the school website or other media, using language to prioritise features for the target audience, for example, about events such as the National Week of Deaf People (NWDP)
  • discussing how to explain a procedural text, using abstract space such as instructions on how to use a lawn mower, a washing machine or a digital tool

Literacy

Personal and social capability

Mediating meaning in and between languages

evaluate and synthesise information, ideas and perspectives in a broad range of signed, visual and multimodal texts and respond appropriately to cultural context, purpose and audience

AC9L1AU10C03

  • applying knowledge of grammar and culture when viewing signed texts, to understand meaning, and discussing language choices made
  • analysing different signed texts from international deaf signers, such as from World Federation of the Deaf (WFD), and commenting on the strategies used to convey meaning
  • sequencing and summarising the key points of an extended, informative signed presentation on a current issue
  • reading or viewing First Nations Australians’ stories in Auslan or English, and creating a profile of them in Auslan
  • comparing the language choices used in a formal and an informal signed text on the same topic, with a focus on pace and pauses, use of space, signing space and NMFs
  • using signed and multimodal sources to research significant events in Deaf history to show how information can be presented in different ways
  • analysing performances of Deaf poetry, for example, discussing themes, expression and construction, and comparing how sign choice and stylistic techniques combine to convey ideas and emotions
  • identifying the different roles of storytelling in Deaf culture, such as teaching, entertaining and communicating traditions or values, and finding examples of these in well-known stories, fables or legends
  • responding to signed poems that use extended metaphor to communicate ideas and values or to express emotional experience, for example, ‘Butterfly hands’ by Walter Kadiki
  • viewing a captioned play and reviewing the production
  • considering and responding to situations where Deaf Gain and Deafhood may occur in an event, book, article or filmed footage

Literacy

Critical and creative thinking

interpret and translate signed, visual and written interactions and texts to reflect cultural context, purpose and audience

AC9L1AU10C04

  • experimenting with Auslan translations of popular English idioms and phrases with non-compositional meaning, giving justification explanations for language choices, for example, ‘You’re in over your head’
  • analysing a text to identify examples of where the use of space and DSs describe a scene, compared with English captions
  • exploring how interpreting and translating vary depending on the audience, for example, one-to-one, small group or large audience
  • considering the nature of translation, with reference to different strategies such as decoding literal meaning, reading for meaning and cultural reading
  • interpreting and translating a text of a well-known narrative or poem and presenting it to a younger audience
  • using different types of communicating and interpreting, such as the use of tactile signing, haptics and visual frames in real-time, depending on context, purpose or audience
  • comparing translations of simple stories in Auslan and BSL, and identifying some differences

  • discussing the translation of signs with a non-English equivalent, for example, PAH! and BA-BA

  • transcribing part of a text using glossing, recording the grammatical features

Literacy

Intercultural understanding

Creating text in Auslan

create and present informative and imaginative texts for diverse contexts and purposes, selecting vocabulary, expressions, grammatical structures and a range of features and conventions, to engage different audiences

AC9L1AU10C05

  • creating a filmed and captioned bilingual text that informs the school community about a new recycling initiative at the school or developing a herb and vegetable garden patch in the playground, incorporating features suitable for a deaf and hearing audience
  • providing explanations of abstract or technical concepts, such as poverty or ozone layer depletion, shaping the style of the presentation to suit the intended audience, for example, through significant use of DSs
  • creating a complex imaginative narrative combining and switching between ways of reference, for example, CAs, DSs, lexical signs and frames of spatial reference
  • creating a recount in Auslan, reflecting on the impact of a past school excursion to a significant cultural First Nations Country/Place location, and, with permission, referring to cultural knowledge of the site
  • creating a short film on their hobby or interests, using a ‘deaf lens’ to edit camera angles to focus on signing space and NMFs
  • creating and promoting a set of protocols to be used outside the classroom for a deaf or hearing audience, such as maintaining eye gaze, flashing lights and hand waving, for example, standing on a stage and waving hands to gain audience’s attention
  • creating and presenting a signed monologue of an exciting or humorous event, incorporating pace and signing space to convey meaning
  • creating an imaginative interaction incorporating communicative styles and social behaviours observed in Auslan texts, for example, a digital persona or avatar in a fantasy world or imagining they are the ‘characters’ in a painting and creating a scenario and dialogue

Literacy

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