AC9L1AU6C04 Year 5 Languages

AC9L1AU6C04 – Year 5 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in Auslan

Substrand

Mediating meaning in and between languages

This Content Descriptor from Year 5 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

apply strategies to interpret and convey meaning in signed and visual cultural contexts

Elaborations

• reading and transcribing glossed texts, including indicating understanding that there are markings to show NMFs and spatial locations
•
identifying issues associated with translation, and the fact that meaning is not always literal, for example, where English uses the same word run for multiple contexts, Auslan will use different signs that vary according to the context
RUN BATH DS:HANDLING TAPS
To run the bath
RUN-OUT PEN
To run out of pens
RUN SCHOOL-CAPTAIN
To run for school captain
•
identifying and explaining multiple lexicalised signs that are not easy to translate into English directly because of culture-specific meaning and history, for example,
BA-BA
and
PAH
• determining and translating the meaning of technical English words into Auslan with the support of fingerspelling patterns, using flow-shapes and rhythms
• identifying non-equivalent Auslan signs/cultural conventions used in Deaf theatre, such as maintaining eye contact and positioning of characters
• translating short texts with preparation, such as children’s fairy tales or a short imaginative film from English to Auslan
•
understanding how to modify iconic signs to depict aspect and manner, for example,
SWIM
fast or
SWIM
slow, demonstrated through NMFs and speed

Show 4 more elaborations

•
understanding that not all words and expressions associated with figurative language are used in northern and southern dialect Auslan, for example, in Auslan
TRAIN GONE, SORRY,
and in English raining cats and dogs
• composing bilingual texts in Auslan and English for class or school assembly performances, events or displays, for example, National Week of Deaf People announcements or constructing a bilingual webpage for the school website
• comparing the differences between a child of deaf adults (CODA), interpreters, and their extended family’s sign name and identity-related signs used within the Deaf community, which differentiates individuals from others based on factors such as personality traits, physical characteristics, or notable skills
• conducting sight/spontaneous translation, for example, from an Auslan video into simple English text such as a blog or newsletter, or from an English text translated into Auslan

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 5 ASLANAUSFLLF10Y56

Year 5 Languages Achievement Standard

By the end of Year 6, students initiate and use strategies to maintain interactions in Auslan that are related to experiences of their personal worlds. They collaborate in activities that involve the language of planning and problem-solving to share information, preferences and ideas. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in Auslan or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a range of signs, depicting signs (DSs), non-manual features (NMFs) and signing spaces. They sequence information and ideas, and use conventions appropriate to text type. Students apply rules of signs, pace and signing space to develop fluency. They use modelled and formulaic structures when creating and responding in Auslan. They compare language structures and features in Auslan and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.