AC9L2AU10EU03 Year 9 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.

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

Elaborations

• 1 using metalanguage to communicate about features of Auslan such as talking about the use of fingerspelling, CAs, DSs and NMFs
• 2 comparing SASS DSs with English adjectives, such as a small, sleek new car, or a large, battered, old ute
• 3 comparing instances of representation of direct and indirect speech in English texts and corresponding this with the use of CAs in Auslan
• 4

  identifying and reflecting on created and emerging vocabulary, signs and expressions in texts, for example,

  COMPUTER, MOUSE (COMPUTER), INTERNET, WI-FI, SELFIE, CHAT

• 5

  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

• 6

  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)

• 7 discussing how signers can compare or contrast ideas by locating things in the same or opposing sides of signing space
• 8 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
• 9 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
• 10

  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

• 11 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
• 12 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

Related Achievement Standards