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- Auslan - Australia Curriculum
- Auslan Second Language - Years 7 to 10
- Years 9-10 Auslan Syllabus
- SL 9-10 Content Descriptions - Understanding language and culture
- SL 9-10 Strand - Understanding systems of language
SL 9-10 Strand - Understanding systems of language
Understanding systems of language
apply features of Auslan sign production including handshape, orientation, location and movement (HOLM), and non-manual features (NMFs), and show how these are represented in familiar and some unfamiliar contexts
- showing the importance of fluid patterns of fingerspelling, rather than speed
- using the various types and functions of NMFs, such as movements of the eyebrows, eyes, nose, mouth, cheeks, shoulders and body, to convey effective meaning in real or simulated scenarios, for example, in a class presentation or class debate on a favourite topic
- modifying pace for emphasis when presenting personal views on a topic of interest
- modifying dominant and non-dominant hands for effect or use one hand only to convey the same meaning as the original 2-hand sign
- using NMFs to modify verbs when enacting different types of movements, for example, tip-toe versus stomp
applying knowledge of iconicity, 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, Ive been waiting a loooooong time for you
- recognising multi-channel signs and showing that some signs can occur with a standard mouth gesture
select and use structures and features of the Auslan grammatical system to enhance meaning and create signed, visual and multimodal texts
- showing where and how a signer uses space to establish a location, for example, through the use of points, non-body-anchored signs or fingerspelled words
- recognising and practising using locations for present referents, non-present referents, or abstract referents that do not exist in space
- recognising that fully-lexical signs may be found in the dictionary and have a standard HOLM, and partly-lexical signs are not listed in a dictionary in all forms
intensifying adjectives through the use of NMFs such as HOT, signing with great emphasis, and depicting a wide-eyed expression for EXTREMELY HOT, or signing TOUGH with great exertion to show VERY TOUGH
distinguishing between the citation form of a sign and the overlaid adverbial NMF, for example, MAN SPRINT (base form), MAN SPRINT NMF:INTENSITY (manner added)
- showing that in CAs, a signer can shift into the role of another, or themselves at a different time, through eye-gaze change, body shift, head orientation change, and matching facial expressions
- viewing a signed text and documenting time codes for entity, handling and SASS DSs
changing the movement to express how a verb happens over time, for example, signing WATCH versus WATCH DS:SLOW-REPEAT watch again and again
using structures to show a sequence of time, for example, WORK ALL DAY, FUTURE GENERATION
applying knowledge of conjunctions such as PLUS, IF or BUT to join clauses and create cohesion
- adding adjectives, adverbs, CAs, DSs and lexical signs, and moving between ‘showing’ and ‘telling’ information to elaborate and extend clauses
reflect on and evaluate Auslan texts, using metalanguage to discuss language structures and features
- using metalanguage to communicate about features of Auslan such as talking about the use of fingerspelling, CAs, DSs and NMFs
- comparing SASS DSs with English adjectives, such as a small, sleek new car, or a large, battered, old ute
- comparing instances of representation of direct and indirect speech in English texts and corresponding this with the use of CAs in Auslan
identifying and reflecting on created and emerging vocabulary, signs and expressions in texts, for example, COMPUTER, MOUSE (COMPUTER), INTERNET, WI-FI, SELFIE, CHAT
using metalanguage to identify how to construct cohesive and coherent texts through the use of referents and discourse markers, and connectives such as lexical signs THEN or G:WELL or NMFs and pausing
interviewing older members of Deaf families or Deaf communities and reporting back to the class about any differences in signing they notice, such as more use of fingerspelled words, less use of DSs and NMFs, or the use of different signs such as FILM (old sign), TOILET (old sign)
- discussing how signers can compare or contrast ideas by locating things in the same or opposing sides of signing space
- comparing the creation of meaning in Auslan from fully-lexical signs, partly-lexical signs, non-lexical signing and gesture, with the creation of meaning in English words, intonation, and gesture
- identifying cultural differences between the use of personal names in Auslan and in their own language, for example, Auslan signers not using a person’s name sign when addressing them directly, in contrast to the practice in many spoken languages
identifying that iconic abstract signs such as SASS DSs can represent a whole object or part of an object, and describing metaphorical iconicity such as LOVE, AVOID/RESIST, and discussing how it relates to metaphors in English
- analysing linguistic structures and features associated with more dynamic texts such as live or filmed dialogues between 2 signers, observing and recording examples of backchannels and hesitations used in conversational exchanges
- reflecting on similarities and differences in ways of communicating in signed language and spoken language, for example, when joining interactions, taking turns and using name signs
Understanding the interrelationship of language, culture and identity
reflect on and explain how identity is shaped by language(s), culture(s), attitudes, beliefs and values, and how these affect ways of communicating
- considering culturally appropriate and ethical language when interacting with Deaf people, discussing vocabulary, phrases and expressions to be avoided
- discussing the diversity of the Australian population, including Auslan users who are deaf, hard of hearing, deafblind and children of deaf adults (CODAs)
- identifying examples of deaf people who have been recognised in Australian society, and discussing how such recognition contributes to broader awareness and value of Auslan, such as Alastair McEwin and Drisana Levitzke-Gray
- 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
- reflecting on the impact of key events such as the Milan Congress in 1880 and the Signed English movement in the 1970s and 1980s on the education of deaf children, and developing a promotional video suggesting ways to further progress understanding
- viewing signed news and other media texts, or presentations by Deaf people, reflecting on the ways attitudes and values in the wider community have changed towards Auslan in recent years, and the reasons for this evolution in perception and the increased positive profile
- keeping a journal of memorable experiences associated with learning and using Auslan, noting insights gained into themselves as language users, for example, how they choose to use either Auslan or English in different contexts
- promoting participation in community issues and programs, such as creating more green places and safe playgrounds, volunteering in aged care facilities or childcare centres, by contributing to a school secure blog
- exploring the role of globalisation in terms of what technology offers signed languages in terms of maintaining their vitality and changing attitudes and values about signed languages, including the capacity for further advancements in technologies to store, record and share signed languages
- understanding that knowledge about past and present Deaf people and cultural values are embodied in and transmitted through Auslan, for example, ways of producing the sign for SIGN embodies cultural meaning
- reflecting on the role of Auslan interpreters in raising awareness and understanding of Auslan in the wider community, and considering ways in which they influence the function and nature of Auslan, for example, by the introduction of new words