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SL 9-10 Strand - Understanding language and culture

Understanding systems of language

apply features and conventions of sign production to extend fluency when responding to and creating texts in familiar and unfamiliar contexts

AC9L2AU10U01

  • using NMFs to convey meaning effectively, such as a slightly raised eyebrow or quick eye-gaze change in a role-play or in narrating an event
  • understanding that the elements of a sign can be arbitrary, such as the handshape or movement of the sign WHY, or they can be meaningful, such as the handshape and movement of the sign GIVE
  • applying knowledge of iconicity in signed languages, for example, how the path movement of a verb can show the timing of an action, for example,PRO1 WAIT DS:FAST-REPEAT PRO2, observing that English can do the same with changes to the length of words, for example, I've been waiting a loooooong time for you
  • modifying dominant and non-dominant hands for effect or use one hand only to convey the same meaning as the original 2-hand sign
  • understanding the need to modify pace for emphasis in familiar and unfamiliar texts, such as narrating exciting events in a story
  • applying fingerspelling restricted to proper nouns and DSs used more frequently to convey meaning
  • capturing non-citation forms of signs in a text, such as KNOW, and understanding reasons why such signs may be reduced or displaced for efficiency in conversation
  • identifying and describing metaphorical iconicity, for example, LOVE, AVOID/RESIST, and discussing how it relates to metaphors in English
  • 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 one letter difference in the minimal pairs ‘pin’ and ‘pun’ in English
  • noticing limitations on production and perception of signed languages, such as staying seated or standing in one location compared with a wider use of space and movement of whole body and feet for mime

Personal and social capability

apply knowledge of grammatical structures and features to predict meaning and compose texts that contain some complex structures and ideas

AC9L2AU10U02

  • using signs that function as interjections or discourse markers, such as WHAT? or THEN, FS:SO, ANYWAY
  • experimenting with referents in signing space such as character space, for example, using a BC handshape (use of non-dominant hand) to indicate putting a glass on a table, using 5-claw in 2 locations to represent 2 houses
  • identifying instances of DSs and their type, such as entity, handling or SASSs, in increasingly complex Auslan texts and using these in own creation of texts
  • producing reciprocal forms of some indicating signs, such as LOOK, GIVE and INVITE, in conjunction with CA elements
  • using modal verbs and NMFs to express possibility, obligation and ability, such as MIGHT, WILL and SHOULD
  • applying the different types of verb modification, such as spatial and directional, number of referents, the action over time, manner and intensification
  • understanding and using conditional forms with a main and dependent clause and associated NMFs, for example,
    TOMORROW FS:IF RAIN NMF:EYEBROWS RAISED FOOTBALL CANCEL
    If it rains tomorrow the football will be cancelled.
  • applying knowledge of how meaning or emphasis in phrases can be changed by reordering clauses or parts of clauses, understanding that the presence of CAs or DSs affects how a clause is structured

Literacy

Personal and social capability

reflect on and evaluate Auslan texts, using metalanguage to analyse language structures and features

AC9L2AU10U03

  • presenting examples of Auslan signs that have changed over time due to changing experiences, for example, the sign for APPRENTICE modified to refer to TAFE
  • analysing specific types of text by identifying characteristic language features, for example, storytelling will contain more CAs and DSs than a formal presentation to the class
  • comparing how a range of emotions can be described through NMFs in Auslan narratives and through facial expressions in written English narratives
  • reviewing a videoed class debate to see how language is used to justify opinions and persuade others, in Auslan and English texts
  • conducting an in-depth analysis of a selected signed text, taking into account audience, purpose and topic to explain language choices made by the signer, for example, a persuasive text about the benefits of buying a second-hand car as a novice driver, rather than a new car
  • noticing how signers can compare or contrast ideas by locating things in the same or opposing signing space in Auslan to illustrate similarities and differences, and noting how this is handled in English
  • analysing the ways in which Auslan uses NMFs to link clauses and achieve textual cohesion, and compare with devices used in English to achieve similar cohesion
  • observing and comparing the features of poetry in Auslan and English in a familiar text, documenting the similarities and differences in rhythm, pace, stress and overall expression between the languages
  • evaluating how their knowledge and understanding of metalanguage has broadened through the study of Auslan and presenting their reflections is a signed monologue to teacher and peers

Critical and creative thinking

Intercultural understanding

Understanding the interrelationship of language, culture and identity

reflect on and evaluate how identity is shaped by language(s), culture(s), attitudes, beliefs and values, and how these affect ways of communicating

AC9L2AU10U04

  • using photographs or digital images to create stories with elements that influence identity, such as diversity, disability, ethnicity or gender
  • sharing personal stories of deaf people and considering the impact of additional factors in individual stories, such as the impact of exclusion and inclusion in the wider community and in the Deaf community
  • presenting to the class or school assembly, how attitudes and values in the wider community have changed towards Auslan in recent years, and the reasons for this evolution in perception and increased positive profile
  • reflecting on and explaining the protocols required to authentically co-create an Acknowledgement of Country/Place with a First Nations Australian, to present in Auslan to a group of Auslan-using visitors at a school assembly
  • developing a survey of deaf people’s perspectives on the significance of Deaf places that contribute to a shared sense of identity, for example, the Deaf Club, Deaf schools or sites of historic significance
  • analysing notions of Deaf Gain and Deafhood, and reflecting on how these concepts apply to students as second-language learners of Auslan, considering how a first-language user of Auslan may experience Deaf Gain and Deafhood
  • researching and evaluating the work of the World Federation of the Deaf (WFD) in supporting the Deaf community in developing countries, and the projects that have impacted on local attitudes and values towards sign languages, deaf people and Deaf culture
  • reflecting on how deaf people around the world build shared-group identity, for example, through international community gatherings such as WFD Congresses, World Association of Sign Language Interpreters (WASLI) conferences, or sporting events such as the Deaflympics, and how these contribute to language building, language preservation and greater awareness of signed languages
  • investigating successful enterprises and businesses initiated by Deaf people or communities and considering how they support a positive perception of Deaf people and their achievements
  • discussing the concept of ‘language health’ and how it applies to Auslan, for example, designing a chart of relevant factors such as social, economic or historical status, demography, and institutional support such as media, government or educational support

Critical and creative thinking

Intercultural understanding

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