- explaining or justifying a position in relation to personal and social issues, such as the inclusion of deaf jury members, using simple clauses and more complex constructions, such as statements, if…then… or when constructions, for example:
IF DS:place-person DEAF TEACHER MEANS DEAF HEARING STUDENTS EQUAL-all
If there were a deaf teacher in the class as well, then all the students would be equal.
- debating issues such as whether schools should have a school uniform, using a range of conjunctions and complex clauses, for example:
SPORT, PRO1 THINK GOOD BECAUSE ENCOURAGE PEOPLE GO-OUT MEET-VARIOUS PEOPLE
I think sport is great because it encourages people to go out and meet others.
PRO1 THINK SCHOOL UNIFORM GOOD BECAUSE ALL STUDENT SAME-all DOESN’T MATTER RICH POOR SAME-all
I think school uniforms are good because they keep students equal, and it doesn’t matter if they are rich or poor.
- participating in conversations with their peers using strategies to sustain interactions, such as turn-taking and asking for repetition, clarification or confirmation, for example:
WHAT? PLEASE AGAIN
Could you repeat that, please?
STILL GO-AHEAD
Go ahead …
RIGHT PRO2 SAY PRO1 FIX THAT?
So, you want me to fix that?
- communicating with other Auslan users via digital media to exchange views or to express personal opinion on topics such as co-educational or single-sex schools
- adjusting their language to socialise with different audiences, such as primary school Auslan users, using appropriate code-switching techniques
