AC9L1AU10U03

Elaborations

• AC9L1AU10U03_E1<p>investigating and presenting to the class, examples of Auslan signs that have changed over time due to changing experiences, for example, the sign for </p><p class="ausltrans">APPRENTICE</p><p> modified to refer to </p><p class="ausltrans">TAFE</p>
• AC9L1AU10U03_E2observing and explaining how the words, thoughts or actions of a protagonist in a text are represented in English and comparing this with the use of CAs in Auslan
• AC9L1AU10U03_E3<p>comparing some of the ways that modifications to verbs occur in an Auslan and English text, such as using DSs in Auslan to indicate durational or habitual aspects and comparing with English, for example, </p><p class="ausltrans">WORK DS:FAST-REPEAT </p><p><em>work for a long time</em> or </p><p class="ausltrans">GO-TO DS:FAST-REPEAT</p><p> <em>go regularly</em></p>
• AC9L1AU10U03_E4comparing how a range of emotions can be described through NMFs in Auslan narratives and through facial expressions in written English narratives
• AC9L1AU10U03_E5reflecting on why people might adapt language according to situation of use, such as when signing to a large audience, the use of one hand or 2, clarity of sign production, size of signing space, pace, NMFs, pauses and amount of fingerspelling
• AC9L1AU10U03_E6presenting a report or creating a chart to show how Auslan has been influenced by the use of Signed English in education settings, and cultural attitudes towards Signed English
• AC9L1AU10U03_E7analysing a signed text for examples of character and observer space, and describing why the signer has chosen that viewpoint
• AC9L1AU10U03_E8evaluating how their knowledge and understanding of metalanguage has broadened through the study of Auslan and presenting their reflections in a signed monologue to teacher and peers