AC9L2AU10EU04
Years 9 to 10
Languages
AC9L2AU10EU04 | Years 9 to 10 Auslan: Understanding the interrelationship of language, culture and identity
Content Descriptor
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
Second language learners · Years 7 to 10 sequence
The Years 7 to 10 Auslan sequence is shared by first and second language learners.
Strand
Understanding language and culture
Substrand
Understanding the interrelationship of language, culture and identity
This content descriptor sets out learning for Years 9 to 10 Auslan · Second language learners · Years 7 to 10 sequence. Use it to plan lessons and assessment with the Australian Curriculum v9.
Elaborations
- • Elaboration considering culturally appropriate and ethical language when interacting with Deaf people, discussing vocabulary, phrases and expressions to be avoided
- • Elaboration discussing the diversity of the Australian population, including Auslan users who are deaf, hard of hearing, deafblind and children of deaf adults (CODAs)
- • Elaboration identifying examples of deaf people who have been recognised in Australian society, and discussing how such recognition contributes to broader awareness and value of Auslan, such as Alastair McEwin and Drisana Levitzke-Gray
- • Elaboration 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
- • Elaboration 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
- • Elaboration viewing signed news and other media texts, or presentations by Deaf people, reflecting on the ways attitudes and values in the wider community have changed towards Auslan in recent years, and the reasons for this evolution in perception and the increased positive profile
- • Elaboration keeping a journal of memorable experiences associated with learning and using Auslan, noting insights gained into themselves as language users, for example, how they choose to use either Auslan or English in different contexts
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- • Elaboration 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
- • Elaboration exploring the role of globalisation in terms of what technology offers signed languages in terms of maintaining their vitality and changing attitudes and values about signed languages, including the capacity for further advancements in technologies to store, record and share signed languages
- • Elaboration understanding that knowledge about past and present Deaf people and cultural values are embodied in and transmitted through Auslan, for example, ways of producing the sign for SIGN embodies cultural meaning
- • Elaboration reflecting on the role of Auslan interpreters in raising awareness and understanding of Auslan in the wider community, and considering ways in which they influence the function and nature of Auslan, for example, by the introduction of new words
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