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SL 3-4 Content Descriptions - Understanding language and culture

Understanding systems of language

recognise and use modelled combinations of signs such as handshape, orientation, location, movement (HOLM) and non-manual features (NMFs) to form signed words and phrases

AC9L2AU4U01

  • noticing 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)
  • recognising that handshapes must be performed in a particular position and that this is called orientation, for example, ON or TRUE
  • identifying and demonstrating signs with a change in handshape, such as KNOW or THINK
  • understanding that NMFs can also be an element of a sign and can show emotional states such as a happy expression or grammatical information, for example, a frown to mark a negative
  • using chosen hands consistently, as dominant and subordinate hands
  • practising signing at a constant speed with pauses to indicate the end of a phrase
  • using fingerspelling as a bridge to English such as familiar lexicalised fingerspelled signs, for example, FS:MON Monday
  • recognising that changing the movement changes the meaning, for example, TEACHER
  • comparing iconic signs to the visual images and/or movements of referents, such as DRINK, MONKEY

Intercultural understanding

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

AC9L2AU4U02

  • recognising that non-body-anchored nouns can be located in space and identifying instances of this, for example, HOUSE, FISH

  • identifying how people or objects around the school or environment can be represented by DSs, for example, talking about someone who is not there, describing a part of the playground
  • discussing the functions of different pointing signs, such as pronouns, determiners and locatives

  • 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, for example, WEEK-AGO(THREE)

  • noticing the relationship between the location of referents in real space and the direction of some indicating verbs in a text

  • knowing that adverbs modify the meaning of verbs, such as READ CAREFULLY

  • 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

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

    FORWARD WEEK(TWO) PRO1 HOLIDAY

    I am going on holiday in 2 weeks.

    WANT LUNCH NOW PLEASE

    I want lunch now please.

    PRO1(PL) RUN FAR

    We have run far.

    COME-HERE PLEASE

    Come here please.

    PRO2 QUICK FINISH

    You finished quickly.

  • recognising that the element of a clause on which a signer wants to focus may be signed first using particular NMFs

Literacy

Intercultural understanding

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

AC9L2AU4U03

  • collecting and noting a list of gestures, commonly used by hearing people when speaking English, that have similar meaning when used in Auslan, for example, head nodding, shoulder shrugging, pointing to watch
  • recognising that variation occurs in spoken languages, noticing some different words for the same thing in English and identifying similarities in Auslan, for example, cossie/cozzie, togs or bathers
  • 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
  • observing that there is variation in signs and signers across Australia due to differences in location, age or schooling, such as northern/southern dialects in Auslan, and comparing with accents in English

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

Critical and creative thinking

Intercultural understanding

Understanding the interrelationship of language, culture and identity

identify connections between Auslan, cultural practices and identity

AC9L2AU4U04

  • reflecting on similarities and differences between ways of communicating in Auslan, in English and/or other known languages to class members in different social situations, for example, in greetings and introductions and in body language, facial expression and eye contact
  • identifying different ways Deaf community members communicate with each other and with members of the wider hearing community, including face-to-face or online
  • reflecting on similarities and differences in communication that reflect culture, such as visual ways of being among deaf people and ways of sharing storytelling or jokes
  • 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 languages and Torres Strait Islander languages use gestures and signing as tools for communication
  • exploring relationships between place, space and people, considering why some places and spaces make deaf people feel more comfortable and promote a sense of cultural belonging and pride
  • understanding cultural values associated with the conferment of sign names to people, such as second-language learners of Auslan who are joining the Deaf community
  • understanding why Auslan is valued by deaf or hard of hearing people and the importance of hearing people learning Auslan, for example, making an informative poster of how to make social settings more inclusive
  • comparing social etiquette in different communities and cultures, for example, the importance of eye contact in the Deaf community

Intercultural understanding

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