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Descriptors›Languages›Year 9›Understanding language and culture›Understanding the interrelationship of language, culture and identity›AC9L2AU10EU04
AC9L2AU10EU04: Year 9 Languages Content Descriptor – Understanding the interrelationship of language, culture and identity
AC9L2AU10EU04 Year 9 Languages

AC9L2AU10EU04 – 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
  • • discussing the diversity of the Australian population, including Auslan users who are deaf, hard of hearing, deafblind and children of deaf adults (CODAs)
  • • 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
  • • 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
  • • 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
  • • 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
Show 4 more elaborations
  • • 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 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
  • • 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
  • • 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

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.