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AC9L1AU10EU03: Year 9 Languages Content Descriptor – Understanding systems of language
AC9L1AU10EU03 Year 9 Languages

AC9L1AU10EU03 – Year 9 Languages: Understanding systems of language

Strand
Understanding language and culture
Substrand
Understanding systems of language

This Content Descriptor from Year 9 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

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

Elaborations

  • • 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 differences in signing they noticed 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
Show 4 more elaborations
  • • identifying the use of prefixes and suffixes in English and discussing how these can be represented in Auslan
  • • identifying cultural differences between the use of personal names in Auslan and in other languages, for example, Auslan signers not using a person’s name sign when addressing them directly and comparing this with other 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

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANAUSFLL7_10Y910
Year 9 Languages Achievement Standard
By the end of Year 10, students initiate and sustain interactions in Auslan to exchange and compare experiences and ideas about their own and others’ personal worlds. They communicate using non-verbal, signed and visual language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in Auslan or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of Auslan, including fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space, to create texts. Students apply features and conventions of signing to enhance communication. They select and apply knowledge of language structures and features to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their use of Auslan and their own cultural identity to discuss how these influence their ideas and ways of communicating.