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Descriptors›Languages›Year 9›Understanding language and culture›Understanding the interrelationship of language, culture and identity›AC9L1AU10EU04
AC9L1AU10EU04: Year 9 Languages Content Descriptor – Understanding the interrelationship of language, culture and identity
AC9L1AU10EU04 Year 9 Languages

AC9L1AU10EU04 – Year 9 Languages: Understanding the interrelationship of language, culture and identity

Strand
Understanding language and culture
Substrand
Understanding the interrelationship of language, culture and identity

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

Elaborations

  • • considering culturally appropriate and ethical language when interacting with Deaf people, discussing vocabulary, phrases and expressions to be avoided
  • • viewing footage of members of the Deaf community discussing identity and their experience of using sign language when growing up, and collating a biographical signed digital pamphlet of common and/or varying life journeys
  • • considering the concepts of Deaf Gain, Deafhood, and explaining these concepts to hearing people
  • • 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
  • • preparing a presentation for the class or school assembly on the behaviours, rights, roles and responsibilities of the Deaf community in relation to the ownership and maintenance of Auslan
  • • keeping a journal of memorable experiences associated with learning and using Auslan in and out of school, noting personal reactions and reflections over time and insights gained into themselves as language users
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  • • 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, including the capacity for further advancements in technologies to store, record and share signed languages
  • • identifying behaviours, rights, roles and responsibilities in relation to the ownership and maintenance of Auslan and how such ownership rests with the Deaf community
  • • analysing and discussing core cultural concepts reflected in Auslan, such as the collective nature of the Deaf community, respect for elders, the importance of reciprocity and responsibility, for example, the use of full titles in acknowledgements and forms of address when introducing an esteemed elder

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.