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SL 1-2 Strand - Understanding language and culture

Understanding systems of language

recognise that Auslan is a visual-gestural language, and imitate the parameters of signs such as handshape, orientation, location, movement (HOLM) and non-manual features (NMFs)

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  • noticing the location of a sign on the body or in space
  • understanding that syllables in English are like handshapes, movements and locations in Auslan, in the sense that they are combined together to make signs

  • working with information to create a class video, identifying and categorising a select range of signs according to handshape, for example, COCKATOO handshape:five and SOCCER handshape:fist

  • noticing the variation in ‘handedness’ between signers in relation to signs and fingerspelling, and developing use of ‘writing hand’ as dominant hand when signing
  • noticing that meaning can be expressed through fingerspelling, for example, fingerspelling individual words, using clear letter formation

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

  • 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

  • practising signing which is clear, for example, not ‘mumbling’ by using a small space and not ‘yelling’ by using an overly large space
  • practising signing at a constant speed

Literacy

Intercultural understanding

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

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  • recognising that there is range of signing space in signed interactions
  • identifying and indicating how people or things in the classroom can be represented by DSs, for example, point can mean a person, a ruler can be long or short
  • noticing that there can be one or more referents in an Auslan text
  • showing understanding that proper nouns can have a sign name, a lexical sign or can be fingerspelled

  • identifying verb signs SIT, EAT, FEEL, HAVE and recognising that they are central to a clause

  • noticing there is no equivalent for the verb ‘to be’ in Auslan, for example,

    PRO1 COLD

    I am cold.

  • 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)

  • 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.

  • recognising simple time markers without numeral incorporation, for example, TODAY, TOMORROW, NEXT-WEEK

Literacy

Intercultural understanding

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

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  • recognising that every language uses words or signs to make meaning, for example, creating a poster showing similarities and differences between Auslan and English for welcoming, greeting and introducing
  • identifying aspects of Auslan and English which are similar or different, for example, NMFs or fingerspelling and recording these in a T-chart
  • recognising that Auslan is a different sign language from that in other countries, and this is similar to having different spoken languages in other countries
  • comparing Auslan and English pronouns
  • recognising that texts are created to achieve different purposes, for example, a signed story or a signed instruction noticing that Auslan has more flexibility of word order than English

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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  • 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
  • exploring how deaf people use technology in ways that may be different from hearing people, for example, through the use of flashing door lights, vibrating alarm clocks and captions
  • comparing aspects of their own lives with those of deaf children in their school or represented in digital images, video clips and stories, such as ways of playing games, telling stories or interacting at school, for example, comparing how the swimming-pool game ‘Marco Polo’ uses splashing instead of voice to attract attention when deaf children play together
  • 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
  • recognising the unique nature of signed languages and understanding that there are many different signed languages in use around the world, including in Aboriginal and Torres Strait Islander communities
  • preparing a class poster, chart or calendar identifying languages used and cultural events celebrated by class and family members such as Auslan Day, National Week of Deaf People and national and international cultural celebrations relevant to the class
  • noticing that deaf people value Auslan just as hearing people value their languages

Critical and creative thinking

Intercultural understanding

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