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• VCASFU231

  Recognise similarities and differences in language features of different types of texts and in Auslan and English texts of a similar type, and notice how texts build cohesion

  Elaborations

  • recognising that texts are made up of one or more clauses, which have one or more signs in them, which together make meaning
  • comparing a short text in Auslan with an equivalent type of English text (for example, a recount in both languages) and noticing similarities and differences in structure and language features
  • examining different examples of an Auslan text on the same topic, or telling the same story, and identifying different choices signers made in the production of the text, for example the amount of fingerspelling or CA they used
  • analysing linguistic structures and features associated with more dynamic texts, such as back-channels and hesitations used in casual conversations
  • identifying examples of signers pointing to an established location to refer to a non-present referent
  • identifying how signers use space to make clear the actor or undergoer of a verb through a text, for example by pointing back to an established location to refer to a noun referent
  • identifying the many ways signers can refer to the same referent in a text, for example by using DSs, points or list buoys, and how such strategies help maintain interest and support understanding

  VCASFU231 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFU048

  Describe the elements of sign production, including non-manual features, and explore the processes of annotating Auslan with multimedia software and/or glossing or transcribing signed texts on paper

  Elaborations

  • describing a sign’s form in terms of handshape, hand arrangement, orientation, movement and location
  • identifying some iconic signs and considering how they are iconic
  • identifying, demonstrating and describing the various types of NMFs: movements of the eyebrows, eyes, nose, mouth, cheeks, shoulders and body
  • noticing that, in a stretch of connected signing, a sign will often be produced differently to the way it is shown in a dictionary
  • understanding that many features of signed languages occur simultaneously, compared to spoken language features which typically occur sequentially
  • recognising that some signs can occur with a standard mouth gesture and that these are sometimes called multi-channel signs
  • identifying and classifying examples of DSs and CA in a video text using video annotation software, for example, ELAN
  • ‘reading’ a glossed text, including interpreting the markings that show how a sign is modified in space, NMFs, DSs and examples of CA
  • glossing a text with support, identifying what signs are used, any NMFs, and using a system of recording handshapes when describing DSs

  VCASFU048 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• VCASFU230

  Recognise and use elements of clause structure, such as noun groups/phrases or verb groups/phrases and using conjunctions to join clauses

  Elaborations

  • categorising noun signs into those for people, animals, places or things
  • learning that proper nouns can have a sign name or be fingerspelled
  • recognising different nouns in clauses, including those that are shown with a pointing sign, such as GIRL READ versus PRO3 READ, or VISIT FRIEND versus VISIT PRO3
  • knowing that adjectives describe nouns in different ways, such as how they look (BIG or RED), feel (SOFT or HOT), smell (SMELLY) or sound (LOUD)
  • recognising that a noun group is a group of signs that relate to a person, place or thing that can include elements such as adjectives or numbers
  • recognising that expanding a noun into a noun group enriches meaning
  • identifying verb signs (SIT, EAT, FEEL, WONDER, HAVE) and recognising that they are central to a clause
  • noticing there is no verb ‘to be’ in Auslan, which is a significant difference to English
  • exploring different semantic types of verbs in a text, for example by showing how:
    • doing (WALK, WRITE) and saying (TELL, CALL-OUT, ANNOUNCE) verbs in narrative texts give information about a characters’ actions
    • sensing (SEE, THINK) or possessing (THAT’S-TYPICAL-OF-THEM, OWN) verbs indicate what characters think, feel or own
  • relating verbs identify or describe a noun (for example, HAVE in PRO3 HAVE LONG-HAIR)
  • noticing that some signs modify the meaning of verbs, such as READ CAREFUL and that these are called adverbs
  • contributing examples of signs that tell:
    • when a verb happens (IN-2-WEEKS PRO1 HOLIDAY or WANT LUNCH NOW)
    • where a verb happens (PRO3 RUN FAR or COME HERE)
    • how a verb happens (FAST or SLOW or PRO2 QUICK FINISH)
  • noticing that sometimes Auslan signers have information about how a verb happens through NMFs not separate signs (for example, WRITE-_carelessly)
  • recognising that a verb group is a group of words built up around a verb that may include adverbs which modify the meaning of verbs and that adverbs and DSs can enrich a verb group
  • understanding that a clause is one or more signs expressing a single idea and that a clause has at least one verb, but often one or more nouns as well, for example:
    CALL-_him
    I called him.
    MAN THERE GO-TO POSS3 HOUSE
    That man went to his house.
    BIG MONSTER SCREAM
    A big monster screamed.
    
  • noticing that while word order in sentences is often important for meaning, there is flexibility in word order in Auslan and that because parts of a sentence can be signed simultaneously in Auslan, it is hard to establish word order
  • distinguishing between yes/no questions, wh- questions and statements and their corresponding NMFs

  VCASFU230 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCASFC181

  Interact appropriately with people in different contexts, sharing experiences, interests and opinions about current events or school and community experience

  Elaborations

  • using signs to agree or disagree on relevant topics, such as:
    AGREE YES HOMEWORK SHOULD
    Yes, I agree we should do homework.
    PRO1 KNOW WHAT MEAN, BUT….
    I know what you mean, but …
    PRO1 DOUBT
    I’m not sure.
    AGREE-NOT, PRO1 THINK…
    I don’t agree; I think …
    
  • participating in videoconferencing exchanges with deaf children or other Auslan students from another state to compare and contrast aspects of their school and learning experiences
  • contributing to online videoconferencing with other Auslan users to compare and contrast aspects of their school and learning experiences
  • using appropriate NMFs when turn-taking, for example:
    HOLD
    Hold that thought.
    QUICK INTERRUPT
    Can I just interrupt you quickly?
    WAIT….COME
    Can you just wait a moment … Right, what did you want?
    
  • clarifying meaning, for example by using fingerspelling to explain unfamiliar vocabulary, as in, PRO2 MEAN [fingerspell word]?
  • using appropriate protocols to join or leave conversations, for example, waiting for eye gaze or for the signer to finish and not asking for a full recount
  • engaging with deaf visitors from different groups and backgrounds and creating a vlog about the visits

  VCASFC181 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFU215

  Investigate and compare the nature and status of Auslan and other signed languages, considering issues such as language and education policies, language rights, representation and processes of language preservation and language building

  Elaborations

  • identifying historical events, government policies and educational initiatives that have impacted on the status of Auslan and the identity of the Deaf community, such as ALLP, DDA, the mainstreaming of deaf students
  • researching the nature of International Sign, including its relationship to national signed languages and its use by deaf people
  • exploring how deaf people around the world build shared group identity, for example through gathering formally as national and international communities through activities such as Deaf film festivals, performing arts or sporting events such as Deaf Way, Australian Deaf Games, Deaflympics, and how these contribute to language building, language preservation and greater awareness of signed languages
  • analysing subjective measures of language vitality, such as societal attitudes towards Auslan or the perceived strength of the language identity group, and identifying challenges facing Auslan in terms of societal attitudes, provision of resources, access, education systems and social networks
  • analysing the status and use of Aboriginal and Torres Strait Islander signed languages and comparing these to Auslan
  • appreciating the impact of the use of Auslan in settings such as education, health care and different workplace settings in terms of the evolution of the language and specialised terminology
  • analysing representations of deaf people and sign language in the Australian media and wider community, making comparisons with representations of other languages and cultures
  • exploring the role of the Deaf ecosystem in language and cultural maintenance
  • investigating how Auslan and Deaf culture are promoted in the wider community, for example, through the influence of organisations such as Deaf Australia, of high-profile individuals such as activists or actors and of events such as NWDP Deaf Festival, Australian Deaf Games or Deaf art exhibitions
  • considering how processes of language building and evolution may expand existing Auslan linguistic and cultural resources in the Australian community
  • investigating programs and initiatives that maintain and strengthen Auslan use, such as school language programs; bilingual education and research programs; recording, archiving and documentation of the language; and the establishment of websites and databases
  • appreciating the importance of documenting and promoting Auslan in raising community awareness of the richness and value of signed languages
  • recognising that Auslan requires maintenance, development and documentation, considering historical and contemporary circumstances which have either contributed to or impeded these processes, for example the use of technology such as ELAN for capturing and documenting the language
  • considering domains where Auslan may grow in the future, and contributing to localised Auslan signbanks on specific topics, for example, creating a bank/dictionary of signs used by deaf students and interpreters in Year 9 Science
  • researching the status and recognition of signed languages in other countries, for example, New Zealand, the USA, the UK, the Scandinavian nations, considering issues such as language rights, documentation and development efforts
  • identifying the changing status of sites of significance in different international Deaf communities, for example, the loss of Deaf clubs or closure of deaf schools in some countries, comparing this to the Australian context, and reflecting on the implications of these changes over time for the Deaf community and for the status of Auslan
  • recognising different philosophical and social views about deafness, considering the impact of varying attitudes on a deaf person’s understanding of their rights and how they are represented and perceived in wider society
  • explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and in different domains of language use, and discussing reasons for such influence
  • looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in educational settings
  • discussing the concept of ‘language health’ and how it applies to Auslan, for example by designing a chart of relevant factors such as status (social, economic, historical), demography (number and distribution of users) and institutional support (media, government, education, religion, industry, culture)

  VCASFU215 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 9 and 10 | Understanding | Language awareness

• Languages | Auslan: Learning in Auslan

  Auslan (Australian Sign Language) is the language of the Deaf community of Australia and is descended from British Sign Language (BSL). Auslan and other signed languages around the world are fully-fledged languages that are visual-gestural in nature. They have a complete set of linguistic...

  Overview material | Auslan

• VCASFC020

  Contribute to class activities and shared learning tasks that involve transacting, planning and problem-solving, using collaborative language

  Elaborations

  • working together in shared tasks such as cooking, craft activities or creating displays, signing questions or statements, for example:
    BOOK WHICH WANT MAKE WHICH? PICK.
    Which recipe do you want to make? You choose.
    PLEASE PRO2 BRING SCISSORS PLUS PAPER?
    Can you please bring scissors and paper?
    
  • negotiating roles and responsibilities and expressing preferences when working on shared projects, using expressions such as I would prefer to do that; What job do you want to do?
    PRO1 FILM PRO2 QUESTION-_her
    I’ll film; you ask her the questions.
    
  • contributing to the development of a set of class rules
  • engaging in activities such as treasure hunts that involve making choices, solving problems and giving and following directions, for example:
    LIBRARY IN DS:turn-right AUSLAN DICTIONARY DS:fat-book SHELF++ THAT. PLEASE BRING-_me
    Go into the library, turn right and the Auslan dictionary will be on the second shelf. Bring that back to me.
    
  • playing games that involve the exchange or discovery of hidden information, using descriptive language and appropriate questioning, for example:
    HAVE BROWN EYES CURLY HAIR?
    Does he have brown eyes and curly hair
    CAN COOK WITH?
    Can you use it for cooking?
    
  • checking on understanding when completing learning activities, for example:
    KNOW WHAT PRO1 MEAN?
    Do you know what I mean?
    THIS PRO2 FINISH THIS?
    Do you think that’s finished now?
    
  • participating in games that involve turn-taking, active watching, memory and information exchange
  • working together in design projects such as short films or displays to demonstrate content knowledge from different curriculum areas, sharing decisions about content, vocabulary and sequencing

  VCASFC020 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCASFC226

  Demonstrate understanding of the nature of identity in relation to themselves, the Deaf community and the wider hearing community

  Elaborations

  • using visual representations such as concept maps, posters or captioned slide presentations to identify groups that they each identify with, for example, friends, family, sporting, interest and community groups, discussing how these group associations contribute to their sense of identity
  • discussing how their upbringing and personal experience impact on assumptions or attitudes that they bring to interactions with people who have different backgrounds or experiences, considering concepts such as communication, personality, family and community
  • noticing and comparing their own and each other’s ways of communicating and interacting, identifying elements that reflect cultural differences or influences of other languages
  • viewing a series of Auslan identity stories, such as those found in the Griffith University Introduction to Deaf Studies Unit 1 set, comparing their experiences to those described by deaf children and adults in the footage
  • investigating the identity of deafblind people and their connection to the Deaf community by inviting deafblind guests into the classroom to share their personal journeys
  • exploring ideas about identity through journal writing, documenting challenges and rewards related to second language learning and identity change
  • analysing ways in which Deaf people design and adapt spaces in cultural ways (‘Deaf space’), for example, by eliminating visual obstacles to signed communication, using circles or semicircles for meeting and learning spaces, using open-plan areas, lighting and window placement to maximise visual access to information, for example, Gallaudet University’s deaf space design principles
  • surveying deaf people about their experiences and perspectives on the importance and significance of Deaf places that contribute to a shared sense of identity, for example, the Deaf Club, Deaf schools or sites of historic significance such as original Deaf Society/Mission buildings or other former meeting places
  • identifying and researching Deaf community identities associated with significant historical places, such as William Thomson establishing the first deaf school in WA

  VCASFC226 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Identity

• VCASFC024

  Engage with imaginative texts such as stories, games, poems or cartoons, to demonstrate comprehension and express enjoyment

  [ Key concepts: story, emotion, expression, humour; Key processes: identifying, expressing emotion, re-enacting, experimenting, shadowing]

  Elaborations

  • viewing a signed story that involves progressive action, tension and resolution
  • identifying how signers use space to track a character or location throughout a text
  • viewing and responding to a range of Deaf poetry for children, for example by creating an alternative ending or extra verse
  • using NMFs to express changing emotions such as anticipation, fear or relief in response to elements of live or recorded signed stories
  • viewing and responding to short recorded skits, for example by re-enacting favourite elements and modifying manner or aspect to provide additional emphasis or expression
  • freezing cartoons or video clips of people/animals in amusing situations, signing a commentary on what has just happened and predicting what might happen next
  • experimenting with different Auslan parameters to create and perform examples of gestural humour, as modelled in performances by companies such as the Hong Kong Theatre of the Deaf
  • participating in games that focus on modifying manner or aspect for effect
  • viewing a theatre performance designed for a deaf audience and sharing their reactions to the experience of viewing a theatre performance designed for a deaf audience
  • engaging with different examples of Deaf humour or Deaf jokes and comparing them with examples of humour in spoken English or in silent films or mime
  • shadowing signed elements of theatrical or cinematographic texts that use handshapes, such as the scene with hand-faces in the film Labyrinth
  • comparing two signed versions of a story such as ‘The Hare and the Tortoise’ and indicating their preference for one version over the other
  • responding to elements of signed stories such as refrains or exclamations, for example by shadowing repeated signs, movements or facial expressions

  VCASFC024 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCASFC137

  Notice what is similar to or different from their own language and culture when interacting with stories, games and different forms of artistic expression in Auslan and from Deaf culture

  Elaborations

  • responding to teacher prompts in Auslan or English to capture their impressions when viewing images, video clips or stories in Auslan, for example:
    PRO2 LOOK VIDEO. LOOK WHAT?
    You saw the video. What did you notice?
    HAVE SAME? HAVE DIFFERENT? WHAT?
    What’s the same? What’s different?
    
  • comparing aspects of their own lives with those of deaf children represented in digital images, video clips and stories, for example, ways of playing games, telling stories or interacting at school, home and in the community
  • describing how it feels to use Auslan to communicate or to watch Auslan being used by others, for example by responding to questions such as What are the main differences you notice when observing conversations between hearing people and between deaf people?
  • discussing changes or adaptations they make to their communicative style when using Auslan, for example waiting until they have a deaf person’s visual attention before signing to them, maintaining eye contact when the other person is signing to them

  VCASFC137 | Languages | Auslan | Second Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCASFU052

  Explore variation in terms of the impact of other languages on Auslan across contexts and over time

  Elaborations

  • noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations of English words, for example, state names: S-A, N-S-W, V-I-C, T-A-S, and organisation names: N-A-B-S, W-A-A-D, N-S-W-A-D, D-C-S-S-A
  • creating lists of fingerspelled words which have become lexicalised, for example, HOW, BUT, ABOUT, FOR, and looking at how this process has changed the form of words over time
  • recognising that Auslan includes loan signs from Signed English, some of which were invented for Signed English (for example, TOY or DAD) and some that were from the southern dialect and incorporated into Signed English, for example, YELLOW
  • looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in formal and educational settings
  • explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and discussing reasons for such influence

  VCASFU052 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCASFU178

  Explore variation in terms of the impact of other languages on Auslan across contexts and over time

  Elaborations

  • noticing different ways that English words are borrowed into Auslan, for example, the use of fully fingerspelled words, such as D-U-E, N-O-U-N, the fingerspelling of the first letter of corresponding English words, for example TOILET, FATHER, or abbreviations of English words, for example, state names: S-A, N-S-W, V-I-C, T-A-S, and organisation names: N-A-B-S, W-A-A-D, N-S-W-A-D, D-C-S-S-A
  • creating lists of fingerspelled words which have become lexicalised, for example, #HOW, #BUT, #ABOUT or #FOR and looking at how this process has changed the form of words over time
  • recognising that Auslan includes loan signs from Signed English, some of which were invented for Signed English (for example, TOY or DAD) and some that were from the southern dialect and incorporated into Signed English, for example, YELLOW
  • looking at style shifts in domains where English is in closer contact with Auslan, such as the use of more English-like structures in formal and educational settings
  • explaining the influence of other signed languages such as BSL, ISL and ASL on Auslan over different periods of time and discussing reasons for such influence

  VCASFU178 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCASFC182

  Engage in different processes of collaborative learning, including planning, problem-solving, task completion and evaluation

  Elaborations

  • working in pairs or small groups to design and create visual resources that promote Auslan as an important area of study
  • brainstorming, planning and working together to advertise and present an intercultural event for their year-level peers
  • working collaboratively to create instructional or procedural texts for younger learners
  • preparing for the visit of a member of the Deaf community, discussing how to ensure effective communication between the visitor and deaf and hearing members of the class
  • providing feedback on completed events or activities, exchanging reflections such as:
    FIRST PRO1 DOUBT I-F WILL GO-WELL, HAVE-A-LOOK GO-ALONG GOOD
    At the start, I wasn’t sure it would work, but after a while I thought it went well.
    PRO1 WRONG NEVER AGAIN DO SAME
    I won’t do that ever again.
    
  • problem-solving around collaborative activities such as website design, science experiments or model-building, using wh- questions such as:
    WHY FAIL WHY?
    Why isn’t it working?
    WHO THINK CAN FIX?
    Who thinks they can fix it?
    FINISH, NEXT WHAT?
    What do we do next after we finish this?
    
  • giving directions for outdoor activities such as an obstacle course or bushwalk, including expressions such as:
    HAVE DS:round-oval FIRST RUN DS:draw-line THEN STOP. NEXT CLIMB DS:climb-over DS:land-on-feet THEN CRAWL DS:crawl-under-flat-thing
    There’s a big oval. First you will run along one side of it. Then stop at the wall. Next you will climb over the wall then crawl under the net.
    

  VCASFC182 | Languages | Auslan | Second Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFC010

  Explore ideas of identity, social groupings, relationship, space and place, and how these relate to the Deaf community

  Elaborations

  • describing themselves as belonging to their family and to social groups such as their class or age cohort of deaf children
  • exploring concepts of difference and sameness
  • representing their relationships with others by drawing pictures, adding captions to photos, creating posters or digital presentations to depict their family, labelling immediate and extended family members as deaf or hearing
  • identifying themselves as members of different groups and describing their relationships with deaf, hard of hearing and hearing children, family members, the Deaf community and the wider ‘hearing’ society
  • identifying and describing physical markers of identity among deaf children, for example hearing devices such as hearing aids, cochlear implants and FM systems
  • identifying and discussing their own and each other’s family names, given name/s and name signs
  • identifying elements of their behaviours or relationships that mark their individual or Deaf community identity such as the use of Auslan
  • identifying places that are significant to them personally and are important to their identity
  • exploring relationships between place, space and people, considering why some places and spaces make deaf people feel comfortable and promote a sense of belonging, for example those that facilitate face-to-face communication
  • considering roles and responsibilities in relation to membership of a Deaf community, for example by describing how they can help others to be aware of their communication preferences in the classroom or with extended family
  • exploring their shared experience as ‘people of the eye’, for example by identifying the importance of space for waving or using flashing lights to gain attention or to give visual applause

  VCASFC010 | Languages | Auslan | First Language Learner | F–10 Sequence | Foundation to Level 2 | Communicating | Identity

• VCASFC218

  Collaborate with peers to plan and conduct shared events or activities such as presentations, demonstrations or transactions

  Elaborations

  • participating in games and activities such as enacting scenarios involving being lost and asking for or giving directions
  • following and giving instructions in groups on topics such as how to use video chat, Signbank or Auslan dictionaries
  • working collaboratively on learning activities that involve organising, negotiating and prioritising tasks, for example, in devising an activity or game for the class
  • working collaboratively on tasks that involve assigning and reviewing roles and responsibilities, offering feedback, support and encouragement, for example:
    PRO2 TYPE PRO1 WRITE
    You type and I’ll write.
    GOOD TYPING-_hard WORK-_hard
    Great typing up; looks like lots of work.
    G:FLOP-HAND DOESN’T MATTER NOT WORRY
    Oh, it doesn’t matter, don’t worry about it.
  • giving, accepting or declining invitations, including making excuses to avoid causing offence or embarrassment, such as:
    SORRY PRO1 STUCK, BASKETBALL TRAINING
    Sorry, I can’t go because I have basketball training.
  • participating in hypothetical scenarios that involve transactions, for example, preparing for or participating in a Deaf World workshop

  VCASFC218 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCASFC042

  Engage with different types of creative and imaginative texts by identifying important elements, discussing ideas, characters and themes and making connections with their own ideas and experience

  Elaborations

  • comparing their reactions to imaginative texts that evoke positive or negative emotional responses, making connections with experiences in their own lives that have produced similar feelings
  • participating in performance activities such as unscripted response-to-stimulus role-plays, recognising how characters’ feelings and attitudes are expressed through NMFs and manner
  • viewing and comparing expressions of Deaf experience through different visual art forms, such as painting, photography or sculpture, comparing with their own use of visual forms of expression of feelings and experience
  • drawing comparisons and making connections between their own experiences and those of fictional characters in popular television series or films
  • comparing the use of rhyme in written verse with the repetition of handshapes and movement paths in signed poetry performance
  • identifying cultural conventions of Deaf theatre, such as maintaining eye contact and positioning of characters
  • identifying key messages or values conveyed through folktales, myths or legends, for example by creating mind maps to show relationships between concepts such as courage, loyalty, love
  • describing the shape and sequence of a shared story or skit, identifying elements such as setting the scene, climax and resolution
  • considering how different modes of creative expression, such as theatre or visual arts, influence personal response to texts
  • tracking and reflecting on the experiences of deaf dancers and choreographers, for example as contestants in shows such as So You Think You Can Dance
  • viewing and responding to sign poetry from around the world, for example by comparing responses to differences and similarities in ‘visual vernacular’

  VCASFC042 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCASFU234

  Explore connections between language, identity and cultural practices, values and beliefs and the expression of these connections in Auslan

  Elaborations

  • recognising that people from different places and backgrounds may use different languages and have ways of living and communicating that differ from their own
  • appreciating that culture and cultural difference means that people may value different things or live differently, noticing observable examples of such difference, such as ways of greeting (bowing versus shaking hands) or conveying information (through words versus signs)
  • exploring how deaf people live in ways that may be different from how hearing people live and that they are primarily visual, for example by responding to stimulus questions such as How do deaf people ensure they can always see other people who are signing?
  • recognising the importance of facial expression, eye gaze and non-manual features in conveying information in a visual-gestural language and culture
  • exploring the nature of culture as an essential part of human life, understanding that it is shared, passed on between generations and is closely connected to language and identity
  • understanding that culture is more than the visible aspects of people’s lives; that it also includes invisible elements such as beliefs and values, how people think about themselves and others, how they relate to their social and physical environments; and considering how this understanding applies to users of Auslan
  • recognising that in each culture there are general rules for what to say and do, when, where and with whom, and that these rules differ from culture to culture, for example, the Deaf culture places greater importance on eye contact than cultures that communicate through spoken languages
  • identifying the importance of signing space and proxemics in Auslan, particularly in relation to a person passing between two signers, or to the positioning of communication partners
  • recognising that shared experiences shape cultural values in Auslan as in other cultures, for example the experience of deaf children being excluded from family and social discourse during dinner table conversations or social events gives rise to the value placed in the Deaf community on ensuring inclusivity and sharing information with each other
  • recognising the importance of community and culture in relation to their own lives and communities and in relation to other language groups and their communities
  • recognising the role of the Deaf community and its networks and significant places in maintaining, reflecting and strengthening Auslan and Deaf culture

  VCASFU234 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCASFU251

  Understand the range of factors that influence the profile, diversity and distribution of Auslan use in the wider Australian society, and consider the concept of Auslan vitality in comparison with other spoken and signed languages used around the world

  Elaborations

  • understanding that strong and healthy languages are those used by many people across generations in most domains to communicate about most topics
  • mapping the distribution of Auslan users across Australian states and demographics, using data from censuses and other sources to present findings in graph/visual representation forms
  • describing the role religion has played in influencing the usage and spread of Auslan, for example, through religious orders, early Deaf Societies and Bible translation projects
  • considering the impact of historical international events such as the Milan Congress (1880) and the linguistic recognition and documentation of signed languages in the1960s and 1970s on the use of signed languages in education, and on deaf people’s feelings of ownership and pride in their languages
  • analysing the impact of migration and the settlement of deaf people from the UK and other countries on the development of Auslan
  • investigating the geographical location, origins and history of deaf schools in Australia and the impact of these institutions on the transmission, use and status of Auslan
  • exploring how Auslan is used by deafblind people and their role in the Deaf community
  • investigating historical patterns of employment of deaf people in certain trades and fields of employment, and the impact these traditional domains have on the development of Auslan
  • 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 neologisms
  • identifying language documentation as an important way of recording, transmitting and maintaining the vitality of languages
  • recognising that some languages have no written form and have historically been passed on face to face/orally, and so are less well recorded and documented
  • understanding that some languages used in Australia, such as English, have large numbers of users, while others, such as many spoken and signed Aboriginal and Torres Strait Islander languages, are endangered or in the process of being revived or reclaimed
  • recognising that languages may be perceived as ‘weak’ or ‘strong’ based on community values and the existence of documentation and literature in the language
  • exploring the vitality of different languages by obtaining information from the UNESCO interactive online atlas and/or Ethnologue to compare numbers of speakers/signers of different languages
  • considering ways that Auslan is evolving due to various influences, including the capacity for new technologies to store, record and share sign languages internationally
  • exploring the role of globalisation in terms of what technology offers signed languages in terms of maintaining their vitality, for example, the use of ELAN for capturing and documenting Auslan
  • understanding the importance of advocating for Deaf rights to address existing gaps in services, for example in relation to issues such as the increased provision of Auslan interpreters, Deaf interpreters or captioning
  • responding to Deaf elders' guidance on how cultural values, beliefs and traditions are connected through shared life experience, language and visual ways of being, and how they are demonstrated in community behaviour and interactions with the wider community
  • comparing strategies used by deaf and hearing adults to negotiate physical environments, for example, different behaviours at a bank of lifts, and identifying how deaf people draw on additional perceptual resources in ways hearing people are unaware of
  • exploring technologies such as videoconferencing apps used by deaf people to communicate visually, to support social networks, to strengthen a sense of individual or shared identity as sign language users and to promote language vitality
  • considering likely contemporary influences or pressures on Aboriginal and Torres Strait Islander signed languages and the possible impact on their future
  • understanding how and why some deaf children face challenges with communication in hearing families or in social settings
  • recognising the important role of deaf families and deaf schools in preserving and maintaining Auslan and cultural identity
  • identifying behaviours, rights, roles and responsibilities in relation to the ownership and maintenance of Auslan and how such ownership rests with the Deaf community and is determined by traditional social groupings/families, significant places, history and stories
  • describing the visibility and use of Auslan in the wider community, for example in television programs, on the news, at community events, sporting fixtures and in emergency announcements
  • discussing the diversity of Auslan users in the Australian community, including people who are deaf, those who are hard of hearing and hearing people such as CODAs and interpreters
  • identifying examples of deaf people who have been recognised for different reasons in wider Australian society, for example, Alastair McEwin or Drisana Levitzke-Gray, and discussing how such recognition contributes to broader awareness of Auslan in Australia
  • researching the status and recognition of signed languages in other countries, for example, New Zealand, the USA, the UK or the Scandinavian nations, considering issues such as language rights, language documentation and development efforts
  • identifying the changing status of significant sites in different international Deaf communities, for example, the loss of Deaf clubs or the closure of deaf schools in some countries, comparing this to the Australian context and reflecting on how such changes impact over time on Deaf communities and on Auslan
  • recognising different philosophical and social views about deafness, considering the impact of varying attitudes on a deaf person’s understanding of their rights and how they are represented and perceived in wider society

  VCASFU251 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 9 and 10 | Understanding | Language awareness

• VCASFC064

  Explore the relationship between identity, community and visual ways of being and the nature and significance of relationship between people, culture and place/space

  Elaborations

  • creating and comparing individual biographies, including elements such as family origins, traditions, beliefs, experiences, and considering how these influence their sense of identity
  • identifying elements of visual awareness in deaf people, such as good observation skills of body language and alertness to hazards in the environment while walking/driving and signing
  • describing how the concept of Deafhood applies to them and to others by evaluating texts and media portrayals of deaf identity
  • discussing visual ways of transmitting and receiving information and how these influence group learning and information sharing among Deaf people
  • exploring how Deaf cultures around the world build shared group identity, for example through gathering formally as national and international communities through activities such as Deaf film festivals, performing arts or sporting events such as Deaf Way, Australian Deaf Games, Deaflympics
  • discussing when and how they learnt Auslan and how this contributed to their sense of identity
  • analysing ways in which Deaf people design and adapt spaces in cultural ways (‘Deaf space’), for example, by eliminating visual obstacles to signed communication; using circles or semicircles for meeting and learning spaces; and using open-plan areas, lighting and window placement to maximise visual access to information, with reference to Gallaudet University’s Deaf space design principles
  • considering how accounts by different deaf visitors to the classroom of their lives, work, education, interests and experience reflect a sense of identity and relationship with Auslan and Deaf culture
  • identifying ways in which members of the Deaf community demonstrate responsibility for relationships within the community and between it and the wider ‘hearing’ society, for example, describing past learning from deaf adults or other deaf peers about navigating relationships
  • investigating and explaining connections between rules, culture and community, identifying how these are demonstrated in Deaf culture through visual ways of being and using language, for example, exploring the values and beliefs which influence observable behaviours and social rules
  • suggesting how reciprocity works in relation to community members sharing responsibility for each other’s wellbeing, comparing examples of how they themselves negotiate relationships with each other and look out for each other
  • exploring the concept of ‘Deaf gain’ and providing examples of how wider society may ‘gain’ from the Deaf community, for example the benefits of captioning for groups such as elderly people or newly arrived migrants
  • describing how the Deaf community maintains Deaf places and keeps them relevant to new generations, for example by acknowledging Deaf pioneers in the naming of places and identifying historical links with places
  • discussing with elders how patterns of ownership and management of Deaf spaces and places impact on the Deaf community
  • describing their experience of moving between English and Auslan, comparing how this feels and considering changes in their sense of identity when communicating in either language
  • sharing their understandings of Deafhood and Deaf gain with Deaf elders and comparing these the elders’ views on these concepts

  VCASFC064 | Languages | Auslan | First Language Learner | F–10 Sequence | Levels 7 and 8 | Communicating | Identity

• VCASFC219

  Communicate appropriately and clearly with the teaching team and peers using appropriate Auslan protocols for classroom interaction

  Elaborations

  • following classroom protocols specific to an Auslan context, such as:
    • responding to flashing lights and waving for class attention
    • tapping, pointing and waving for peer attention
    • maintaining eye gaze
    • back-channelling such as nodding
    • limiting the use of voice
    • maintaining a clear line of sight
  • following and using classroom language such as instructions for class routines, for example:
    PLAY GAME. PLEASE STAND UP
    We’re going to play a game; please stand up.
    LOOK-AT-_me PRO1
    Eyes to the front.
    PLEASE WITH-2++
    Please find a partner.
  • using language to facilitate clear communication, such as asking for help or permission, for example:
    PLEASE HELP-_me?
    Can you help me, please?
    G:HANDS-UP PLEASE PRO1 NEED TOILET
    Can I go to the toilet please?
  • showing agreement/disagreement, for example, respectful manner, for example:
    AGREE YES or PRO1 AGREE
    Yes, I agree.
    PRO1 KNOW WHAT MEAN, BUT…
    I know what you mean, but …
    DOUBT
    I’m not sure.
    AGREE-NOT
    I don’t agree …
  • indicating understanding, for example by nodding, or signing SURPRISE, or KNOW++
  • apologising and thanking, for example:
    THANK-YOU HELP-_me
    Thank you for helping me.
    SORRY PRO1 FORGOT
    I’m sorry; it was an accident.
  • asking for repetition or clarification, for example:
    PLEASE SLOW SIGN
    Could you sign that slowly please?
    PRO2 SAY BEFORE WHAT?
    What did you just say, sorry?
  • negotiating turn-taking, for example:
    PRO1 FIRST YOUR-TURN
    It’s my turn first, then your turn.
    

  VCASFC219 | Languages | Auslan | Second Language Learner | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising