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Descriptors›Languages›Year 9›Communicating meaning in Auslan›Mediating meaning in and between languages›AC9L2AU10EC04
AC9L2AU10EC04: Year 9 Languages Content Descriptor – Mediating meaning in and between languages
AC9L2AU10EC04 Year 9 Languages

AC9L2AU10EC04 – Year 9 Languages: Mediating meaning in and between languages

Strand
Communicating meaning in Auslan
Substrand
Mediating meaning in and between languages

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

apply strategies to interpret and translate signed interactions, visual and written texts, to convey meaning and intercultural understanding in familiar and unfamiliar contexts

Elaborations

  • • experimenting with literal Auslan translations of popular English idioms, noticing when this creates confusion, for example, ‘It’s raining cats and dogs’
  • • recognising the need to recast language and considering why one language may use more words/signs than another to communicate a particular meaning, for example, when Auslan uses spatial concepts or DSs to describe an event, which will take longer to explicate in a linear spoken language
  • • considering approaches to translation, for example, in relation to free versus literal translations by Deaf or hearing interpreters
  • • comparing their own translations of short texts from Auslan to English, and vice versa, with those of their classmates, noting choices drawn from online sign dictionaries and discussing variations and possible reasons for these
  • • translating poems, short stories or songs from English into Auslan
  • • exploring the role and function of Deaf interpreters and differences between Deaf interpreters and hearing Auslan-English interpreters
  • • developing guidelines on culturally appropriate and ethical behaviour when interpreting and translating, for example, considering potential consequences of inaccurate interpreting
Show 7 more elaborations
  • • interpreting simple interactions or role-plays between deaf students and non-signers such as a hearing teacher, librarian or canteen manager
  • • participating in an excursion to an interpreted theatre event or other interpreted event, discussing interpretation later in class
  • • transcribing part of a text using either annotation software or glossing, and recording what signs, spatial locations and NMFs are used
  • •

    filming various Auslan multi-channel signs and expressions used by Auslan signers and attaching English captions with appropriate translations, for example,

    PAH!

    (finally) and

    BA-BA

    (odd/bizarre/unusual)

  • • shadowing and comparing different translations of online Auslan and English public announcements and government policy/information texts
  • • identifying strategies used by deaf people to negotiate physical environments, for example, while walking on a footpath together and signing, one person will always be monitoring the path ahead and be alert of any obstacles, and identifying other ways deaf people draw on additional perceptual resources
  • • creating and presenting to their peers a signed interpretation of a wordless animation

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANAUSSLL7_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.