Auslan: Second Language Learner 7–10 Sequence / Levels 9 and 10 / Understanding / Systems of language
Content description
Understand that signs can include different information including a gestural overlay, and identify how signers establish spatial locations, types of depicting signs and ways of showing constructed action
Elaborations
recognising that Auslan has fully-lexical signs that are in the dictionary and have a standard handshape, movement and location, and partly-lexical signs that cannot be listed in a dictionary in all forms as gesture changes the form each time they are signed
noticing that meaning is created in Auslan from fully-lexical signs, partly-lexical signs, non-lexical signing and gesture and comparing with the range of ways English speakers create meaning, including spoken words, modifying intonation, and gesture
noticing that fully- and partly-lexical signs can include grammatical information not included in a ‘citation’ form, for example, the sign TELL-me is not listed separately to TELL (towards neutral space) and GO-TO includes GO-TO-often
noticing that single-digit numbers can be separate lexical items or merged into other signs (numeral incorporation) such as those for ages (for example, 5-YEARS-OLD) or adverbs of time (for example, 3-WEEKS-AGO) or pronouns (WE3, WE4)
identifying where and how a signer has established a location in space, for example through the use of points, non-body-anchored signs or fingerspelled words
recognising that signers must make explicit which referent is associated with a location, but do not need to continue to make this explicit throughout a text
recognising that signers can set up referents in the signing space close to them (viewer space, for example, using a bC handshape (use of non-dominant hand) to indicate putting a glass on a table) or distant (diagrammatic, for example, using 5claw in two locations to represent two houses)
recognising that in viewer space, signers can use locations for present referents, non-present referents, or abstract referents that do not exist in space
identifying instances of DSs and their type independently
comparing English adjectives with SASS DSs
learning that the function of CA is to represent the words, thoughts or actions of a protagonist in a text, either themselves or another
knowing that in CA a signer can shift into the role of another, or themselves at a different time, through eye gaze change, body shift, head orientation change, and matching facial expressions
