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• VCHIU123

  Identify variations in the use of Hindi that relate to social roles, contexts and modes of expression, considering similar variations in language use in English or other known languages

  Elaborations

  • explaining variations in language use between people of different ages, gender or relationships that reflect attitudes and values, for example, ways of expressing authority or humility or inclusivity or exclusivity
  • identifying differences in terms of language features and register between spoken and written forms of texts such as apologies, invitations or narratives माफ़ कीजिए, क्षमा कीजिए
  • noticing and explaining differences in text structure and grammar between formal and informal Hindi use, for example, between the structure of a business letter and an informal email, आपको सूचित किया जाता है..., मैं तुम्हें बताता हूँ....
  • analysing non-verbal elements of communication between Hindi speakers, such as gestures, facial expressions and the use of space and silence, discussing to what extent they contribute to the exchange of meaning and whether they vary in formal and informal contexts
  • finding examples and explaining variations in style, content and intention of different expressions of wishes for a particular event or occasion such as Diwali, for example, हर घर में हो उजाला, आए न कभी रात काली हर घर मनाए ख़ुशियाँ, हर घर में हो दिवाली compared to an sms message such as शुभ दिवाली

  VCHIU123 | Languages | Hindi | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCIDU083

  Analyse the ways in which Indonesian varies according to spoken and written forms, cultural context and subcultures

  Elaborations

  • comparing spoken and written texts (for example, spoken and print advertisements, face-to-face conversations and emails) to understand how mode relates to linguistic structures and features, and how this affects meaning
  • analysing examples of colloquial language, such as that used by sub-groups (for example, Bahasa gaul, Bahasa SMS), and comparing these to formal forms
  • understanding how body language varies across cultures, for example, lowering body position when speaking to someone in authority to show respect; not raising voice or laughing loudly; smiling and nodding while listening to people, even when hearing bad news
  • understanding that many Indonesians are familiar with a range of languages (for example, Bahasa baku, Bahasa daerah, Bahasa gaul and English) and can shift between these depending on the context, and considering how this compares to those who are monolingual

  VCIDU083 | Languages | Indonesian | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCITC081

  Analyse, synthesise and evaluate ideas and information from multiple sources on a range of contemporary issues

  Elaborations

  • listening to, viewing and reading authentic texts and asking critical literacy questions such as Chi è l’autore?; Di cosa si tratta?; Per chi è stato scritto?; Qual è il tema?; Da quale/i punto/i di vista è presentato? Qual è lo scopo?
  • gathering information on an issue from different sources and reporting on it to others, using tools such as tables, graphic organisers and charts, and discussing whether the information is similar or different in different sources and why
  • extracting details and main ideas, making judgments about their relevance and discussing contrasting points of view, for example, selecting the main events from an article, identifying core data from interviews, identifying gist and main point/s of a spoken interaction, or analysing different interpretations of meaning in a conversation
  • summarising the message or argument of a text such as an advertisement, poster or article, and using evidence from the text to consider how claims are supported
  • comparing different perspectives on the same event or on a topical issue such as i rapporti intergenerazionali, l’ambiente, le scelte alimentari, il consumo del grano transgenico, i rapporti genitori-figli
  • using dictionaries effectively and accessing reference materials such as word lists and grammar references in print and online resources to assist and refine understanding of content

  VCITC081 | Languages | Italian | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCKOC196

  Review and respond to different types of creative texts in different modes, identifying aspects of the language and culture that help to create effects such as emotion

  Elaborations

  • listening to, reading and viewing imaginative texts such as short stories, films, poetry, raps and songs, and:
    • identifying emotional aspects of the texts that are specific to Korean language and culture, for example, the use of expressive language and the description of animals
    • critically reflecting on and sharing own responses with others
  • reading texts including those in digital and online modes such as extracts from a biography or diary for enjoyment and to gain insights into other people’s experiences and perspectives
  • modifying existing texts, for example, creating an alternative ending, introducing a new character, changing the setting or adding a major event, or providing a video clip to accompany and reinforce the meaning expressed in lyrics
  • creating texts to parody existing texts and to explore a range of genres, for example, re-creating a music clip or advertisement
  • identifying and responding to key messages and values in traditional texts such as 민요, (for example, 아리랑, 강강술래), 설화 (for example, 심청전, 흥부전) or dialogues in 탈춤, and considering their relevance in modern times
  • discussing how texts such as films, plays and songs portray social issues (such as conflict in relationships or poverty) and values (such as honesty and humility)

  VCKOC196 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCKOU209

  Understand that language and culture are interrelated and reflect on how they shape and are shaped by each other

  Elaborations

  • recognising that language and culture are intertwined in texts and together convey cultural perspectives, concepts and values
  • analysing how the Korean language may reflect cultural perspectives and values such as collectivism, harmony, humility and the importance of ties between family members, for example, arange of kinship terms extending to remote relations, using kinship terms rather than first names to address members ofthe family and norms such as showing deference and saving face, for example, 네, 괜찮아요
  • investigating the origins of particular expressions or words, developing awareness of the origins of meanings and how these may or may not change over time
  • reflecting on own experiences of moving between cultures in the school, local and virtual communities and on their different roles played in different intercultural exchanges as a learner and user of Korean
  • recognising the historical, political and cultural functions and values of language, researching how the Korean language played a role in maintaining the Korean people’s culture and everyday life under the cultural and linguistic oppression during the early 19th century colonial period and how Korean culture and language lived it out, flourish and are recognised in the contemporary world

  VCKOU209 | Languages | Korean | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCLAE017

  Convey interpretations of information and ideas about Roman society and culture, in oral, written and digital forms, using Latin as appropriate

  Elaborations

  • examining how cultural attitudes are conveyed in Latin texts, such as attitudes to slaves or women, cleanliness, food, Romanisation, for example, by conducting a role-play, a forum on salient issues, a ‘Q & A’ session regarding the appropriateness of giving farming advice in verse
  • investigating legal rights and obligations, such as citizenship, social classes, property rights, divorce, for example, building a digital representation of social strata through a pyramid
  • researching Roman urban planning and architecture through the study of an archaeological site, and presenting findings, for example, by creating a virtual tour of the Colosseum, with written or oral text in English or incorporating Latin terms as appropriate, such as harena, vomitoria
  • examining Roman architectural remains by electronic means, such as places of entertainment and worship, and exploring what they reveal about the values and attitudes of Romans
  • gathering and collating information about Roman art, including sculpture, jewellery and painting, for example, producing an online exhibition catalogue
  • researching references in Latin texts to foreign religions, for example, Mithraism, Isis worship and Christianity, and the extent of their influence in Rome
  • examining Latin inscriptions, curses or graffiti to elicit information about Roman society, for example, defixiones from Bath, graffiti at the Colosseum or in Pompeii, and creating own examples in English or Latin

  VCLAE017 | Languages | Latin | Levels 9 and 10 | Engaging with texts | Accessing the Roman world through Latin texts

• VCLVU194

  Explore language building processes and protocols in communities

  Elaborations

  • investigating language revival efforts in their own community and neighbouring regions, for example, who and what is involved, successes, challenges and protocols, and what these efforts mean to local communities
  • understanding what lexical and grammatical resources and processes are available to build language, for example, linguistic resources and analogies from neighbouring languages, speakers, archival material
  • investigating/understanding protocols for filling gaps and extending semantic domains in the language, including protocols for borrowing from other languages, for creating words by analogy and drawing from within the resources of the language, and discussing associated ethical issues
  • investigating/researching the protocols for receiving, transferring and publishing linguistic resources
  • understanding the importance of intergenerational collaboration in reviving languages, and discussing some of the associated challenges
  • discussing the importance of reviving languages for the individual, the language community and the wider Australian society
  • identifying potential avenues/domains for expansion of the language and gaps to be filled, with the support of community language teams and respected community members
  • appreciating the role of languages advocacy, education and research in building languages
  • understanding how the process of language-building expands existing linguistic and cultural resources in the Australian community

  VCLVU194 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Role of language building

• VCLVU185

  Understand and explain the sound patterns in spoken language and use developing phonemic awareness to represent these patterns in written form

  Elaborations

  • reading aloud for meaning to demonstrate comprehension of sound–symbol correspondences
  • developing metalanguage to describe and talk about sounds and phonology, for example, place and manner of articulation, uncertain or missing sounds
  • investigating sound patterns, for example, consonant and vowel sequences, and word-level patterns, for example, allowable word-final sounds, allowable consonant clusters, word stress
  • understanding the major categories of place of articulation in Aboriginal languages, for example, peripheral, laminal, apical, and their realisation across different languages and regions in Australia
  • establishing similarities in the sound systems of related languages otherwise masked by differing spelling systems
  • using their knowledge of alphabetic conventions for Aboriginal languages to transcribe spoken texts from a range of languages, for example, those related to the target language or those from neighbouring regions
  • comparing and explaining the relative consistency of Aboriginal languages and English in spelling words
  • understanding the phonemic basis of alphabetic spelling systems and the fact that different sounds can be covered within a single phoneme or letter
  • exploring different writing systems that are based on different principles, for example, syllabic or ideographic

  VCLVU185 | Languages | Victorian Aboriginal Languages | Levels 7 to 10 | Understanding | Systems of language

• VCRAC074

  Engage with a variety of imaginative texts, analysing ideas and values, discussing responses and altering key aspects

  Elaborations

  • listening to, viewing and reading a range of texts such as video clips, computer games, comics, television drama or game shows, and expressing personal opinions about key aspects
  • reading texts such as extracts from a biography or diary for enjoyment and to gain insights into other people’s experiences and perspectives
  • modifying existing texts, for example, creating an alternative ending, introducing a new character, changing the setting or adding a major event, or providing a video clip to accompany and reinforce the meaning expressed in song lyrics
  • creating texts to parody existing texts and to explore a range of genres, for example, re-creating a music clip or advertisement
  • analysing language and techniques used in contemporary drama, television programs, poetry and film, such as hyperbole, imagery, humour, music and camera angles
  • identifying and responding to key messages and values in traditional texts and considering their relevance in modern times
  • re-creating texts such as fairy tales, legends or myths from a different cultural perspective
  • discussing how texts such as films, plays and songs convey social issues (such as conflict in relationships or poverty) and values

  VCRAC074 | Languages | Roman Alphabet Languages | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCVIC182

  Create bilingual texts in multimodal forms, including digital, that reflect aspects of culture and language for a variety of Vietnamese and Australian audiences

  Elaborations

  • creating programs for Vietnamese cultural events, including footnotes in English to explain key words, for example, tết Nguyên đán, tết Trung thu, lễ Vu lan, rằm tháng Giêng
  • creating a range of bilingual texts, such as advertisements, announcements and recipes, for different audiences and contexts, and discussing ways of expressing concepts in each language
  • creating bilingual ‘survival guides’ on language and etiquette in the form of brochures or slideshow presentation for visitors to Vietnam or Australia, and providing advice for specific scenarios, for example, at the airport, hotel, supermarket, restaurant or tourist attraction
  • creating bilingual texts in multimodal forms, including digital, that explain Vietnamese and Australian cultural practices, for example, tục lệ ngày Tết, đám giỗ, đầy tháng, thôi nôi, and New Year, Christmas, birthday or Australia Day activities
  • translating children’s stories from English into Vietnamese and vice versa, and discussing how to maintain original meaning when tailoring texts to different audiences and cultural backgrounds
  • adapting classic Australian stories for young Vietnamese readers, and explaining language and setting choices

  VCVIC182 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCVIU188

  Analyse and explain how and why language use varies according to cultural contexts, relationships and purposes

  Elaborations

  • identifying and analysing variations in language use (choice of vocabulary and structures) between diverse participants, for example, old people and teenagers, males and females, educated and uneducated people, in a range of different interactions
  • analysing and comparing language use in a range of blogs, interviews or transcripts of speeches to deduce the age, gender, interests or educational level of the audience
  • understanding the importance of adapting own language use for different audiences or degrees of formality, for example, moving from informal (mẹ ơi/ông ơi/bà ơi) to respectful tone (thưa mẹ/kính thưa ông bà), or simple (lòng thương người) to sophisticated (lòng nhân ái) vocabulary/structures
  • discussing variations in language use in Vietnamese traditional and contemporary literature, arts and entertainment relating to the same theme or topic, and analysing how language changes (with regard to vocabulary and structures) in different settings and contexts
  • comparing own written language use in various modes of communication and for a range of purposes, for example, text messages, online chatting, emailing or doing schoolwork, and reflecting on how and why the writing style differs and considering the effect on meaning

  VCVIU188 | Languages | Vietnamese | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHC097

  Interact and socialise with known and unknown participants in familiar contexts to plan and arrange events, and exchange feelings, opinions and preferences

  Elaborations

  • introducing self, peers, friends and familiar adults in conversation (for example, 这位是王校长; 这是小王; 这是王一飞) and responding to such introductions, for example, 你好，小王，我是…
  • stating opinions on school and family life, familiar people, experiences and significant personal events (for example, 我最喜欢圣诞节), and indicating preferences with reasons, for example, 我想去看…电影， 因为听说这个电影很好看
  • discussing topics of interest, such as music, TV programs or sports; and asking questions to seek information and opinions, request repetition, clarify meaning (for example, 你说你的生日是明天，是吗？) and enhance mutual understanding, for example, 我不太喜欢听流行音乐，我更喜欢摇滚乐,因为摇滚乐很有力
  • expressing apology, appreciation or gratitude in diverse ways, and comparing practices across contexts, for example, considering which term to use in various situations and depending on the relationship between participants (谢谢;辛苦你了; 麻烦你了; 真对不起; 非常感谢)
  • initiating activities among peers, such as 汉语角 to promote Chinese learning in school, and arranging a time and location for this activity, for example, 我们可以星期二练习说汉语。我们可以在教室，或者在电脑室

  VCZHC097 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCZHC104

  Mediate descriptions of Chinese and Australian life, identifying what experiences and ideas are not readily translated between cultures

  Elaborations

  • analysing Chinese texts alongside their English translations to identify the challenges of translating culture, and developing strategies to overcome these challenges, by asking: What is lost in translation? Why can’t we just translate word for word? Why does context matter?
  • reading bilingual signs in places such as restaurants, shops, pools, schools, hospitals and construction sites, and determining the effectiveness of the English translations and possible reasons for such interpretations
  • exploring ways to interpret and explain key concepts and cultural practices identified in Chinese interactions, such as 面子, and experimenting with how to give 面子 in interactions with others
  • translating information about life in Australia to Chinese readers overseas, considering the audience’s cultural experiences in order to determine what concepts they would find difficult to understand, exploring ways to elaborate on ideas to ensure clarity of meaning, and focusing on nuances of word formation and context, for example, 澳洲肥牛 (‘bushwalking’)
  • preparing a voiceover text for a video presentation on the Chinese language program or the school environment, discussing possible interpretations of the text from the viewers’ perspective and adjusting anything that is unclear before voice recording
  • considering the different terms used in the Chinese-speaking world to represent ‘Chinese person’ (中国人，华人，华侨，华裔)

  VCZHC104 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCZHC099

  Locate and compare perspectives on people, places and lifestyles in different communities, from a range of spoken information texts, and convey this information to others

  Elaborations

  • documenting specific details of events, customs and lifestyles obtained from diverse sources (for example, video clips and face-to-face interviews), and summarising the information in order to form a balanced view to share with others
  • listening to and viewing texts (for example, celebrity interviews, news reports and documentaries on tourist hot spots) and obtaining gist by focusing on familiar, anticipated items in a flow of words, such as names of people and places, time and date, attitude and opinions
  • using dictionaries and other support materials to identify key words, for example, identifying the likely meaning of 七夕 when they hear 农历七月七日是七夕
  • interviewing teachers or other familiar adults about their experiences (for example, 他小时候每天都骑自行车) and presenting this information to the class, quoting the source of information, for example, 有人说；她告诉我
  • producing multimodal presentations to deliver information about aspects of leisure activities, education or community life (for example, 澳大利亚的运动), and expressing opinions and perspectives, using data and examples to support ideas, for example, 我觉得这个电影很没意思,因为…而且… 所以…
  • presenting information to others with awareness of audience and context, for example, making appropriate language choices when presenting to adults as compared with presenting to peers

  VCZHC099 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCZHC073

  Compare the experiences of young Australians with those of young people in Chinese-speaking communities, reflecting on how these diverse experiences affect individuals’ identity, attitudes and beliefs

  Elaborations

  • constructing texts and participating in interactions with young Chinese which involve sharing aspects of their own identities as young Australians, for example, 中国的年轻人喜欢什么运动？澳洲人喜欢游泳、打板球和打橄榄球
  • comparing own experiences and opinions with those of Chinese youth encountered in diverse texts and contexts, for example, exploring how young people feel about school: What is universal? What is culturally specific? What is environmental? Why do we do things a particular way? 大部分澳大利亚的学生功课压力没有那么重；很多中国学生在食堂吃饭
  • viewing texts related to the experiences of young Chinese speakers (for example, 偶像剧), and discussing aspects of their life, world or values conveyed, asking, for example: What assumptions or generalisations are made? How does this impact on our perception of Chinese youth? Does this reflect the reality of Chinese youth?
  • exploring diversity within Chinese identity and becoming more aware of this when interacting with Chinese speakers, for example, understanding that calling Chinese speakers 中国人 does not reflect the diversity of Chinese speakers’ identities
  • engaging in interaction with Chinese speakers and reflecting on how their own language choices are perceived by Chinese speakers, for example: Is my communication culturally appropriate? Should I adjust language and gesture to help convey meaning more appropriately and effectively?

  VCZHC073 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCZHU222

  Recognise how gender, social class and age impact on language use in formal and informal contexts

  Elaborations

  • observing interactions between speakers and identifying examples of how language is adapted as the roles and positions of participants are established, for example, moving to more formal language once one participant is identified as a person of authority
  • reading texts such as 《人民日报》, and identifying words and phrases that are used to convey authority or objectivity, such as how to name students with different achievements (for example, 尖子生，中间生，临界生 优秀学生, 普通学生,后进的有潜力学生) in a report on school education
  • discussing the transferability of expressions and words across different settings, for example, following the debate on the use of internet language in education and in the media (for example, the use of 网络语言 in student’s 写作)
  • comparing the same meaning conveyed in speech and writing, (for example, in speech (你不可以进去) and on a sign (闲人免进)) and discussing why the language may vary, including aspects such as interactivity and authority

  VCZHU222 | Languages | Chinese | Background Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCZHU076

  Analyse and examine how effective authors control sentence structure and use language to engage their audience

  Elaborations

  • comparing the use of words that rely on interpretation of context to convey the intended meaning (such as 让、给), for example, listening to and reading several extracts from texts which use the same word in a different way
  • expressing conditions (for example, 如果…就); expressing cause and effect (for example, 为了…); and expressing the condition, quality or result of an action, for example, 坐得下、 说得对、 做完、买到
  • justifying opinions and building logical arguments by expressing additional information and providing reasons (for example, using 不但…而且…；除了…以外；另外), and introducing contrasting views to others using elements such as cohesive devices, for example, 不是…而是…；不过；虽然…但是…
  • exploring the ways in which language can be manipulated to make ideas more objective, for example, removal of personal pronouns and opinions
  • examining the use of noun phrases in Chinese and experimenting with omitting nouns (zero subjects) in their own communication
  • experimenting with the use of 成语 and famous sayings to substantiate ideas in Chinese
  • experimenting with 的 as a subject modifier to express ideas that would contain relative clauses in English, for example, 我昨天买的书不太贵

  VCZHU076 | Languages | Chinese | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCZHU108

  Analyse functions of grammatical rules and use language appropriate to different forms of oral and written communication

  Elaborations

  • comparing ways in which tense is expressed, for example, 了 to indicate completion; 完 to indicate the achievement of a desired result; 想 to indicate intention; the use of verb negation 没有 to indicate negative past; 正在 to indicate action in progress
  • exploring the uses of diverse time expressions and ways to sequence events in time, for example, 先…然后…; 一…就…;了…就…;才; 第一；然后
  • comparing the functions of prepositions and discussing the importance of context when determining their meanings in texts, for example, 跟；对；给
  • developing ideas using nuanced structures, for example, using different ways to negate depending on degree of formality or emphasis (我不是…；我哪儿有…？；我没有办法…；我不能…；不行; 别 ; 不准)
  • exploring and applying ways of sequencing and connecting ideas through the use of conjunctions, for example, 不但…而且…；虽然…但是…

  VCZHU108 | Languages | Chinese | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFU247

  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

  VCASFU247 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCASFU252

  Understand that Auslan and Deaf culture are interrelated, that they shape and are shaped by each other, that their relationship changes over time and across contexts, and that they may be differently interpreted by users of other languages

  Elaborations

  • appreciating distinctions between Deaf cultures and other cultural minorities, such as the fact that most deaf people are born to hearing parents and acquire Deaf culture in addition to the culture of their families of origin from peers and other Auslan users in school or adults in the Deaf community
  • exploring the nature and effect of culture, for example by comparing the cultural concept of Deaf identity with a medical model of deafness
  • analysing and discussing core cultural concepts reflected in Auslan, such as the collective nature of the Deaf community, respect for elders, the importance of reciprocity and responsibility, for example, the signing TAP-2h++ reflects the responsibility to share information and pass on knowledge
  • 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 embody cultural meaning regarding distinctions made and values placed on fluent or awkward signing
  • identifying cultural differences between the use of personal names in Auslan and in their own background 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
  • considering cultural explanations for conversational strategies used by Auslan signers to avoid conflict and to maintain privacy, such as changing signing space and style, using indirect language such as signing lower or under the table, or fingerspelling instead of signing overtly
  • appreciating the cultural value and importance of festivals and events in the Deaf community, such as NWDP, as celebrations of language, history, culture and identity
  • recognising that Auslan signs change over time due to shifting cultural values and changing experiences, for example, the modification of the sign for APPRENTICE to refer to TAFE, and shifting values around the sign DEAF^DEAF as the sign for DEAF (culturally Deaf reference for deaf-mute) and unsuccessful attempts to reframe this with an audiological focus
  • reflecting on the ways that culture is interpreted by others, for example by identifying how stereotypes about deaf and hearing people influence perceptions
  • understanding that ‘sound’ is accessed differently in Deaf culture, that the meaning and importance of sound in deaf people’s lives is usually not the same as in hearing people’s experience
  • observing that concepts may be culture and language specific, for example in relation to time and space, as in the spatial mapping of timelines in Auslan

  VCASFU252 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture