AC9L2AU10EC01

Elaborations

• AC9L2AU10EC01_E1using consistent patterning of fingerspelling for proper nouns and lexicalised fingerspelling, with DSs used more frequently to convey meaning
• AC9L2AU10EC01_E2<p>initiating greetings thanks and apologies with unfamiliar people, for example, </p><p class="ausltrans">SCHOOL WHERE, SIGN NAME HAVE, DEAF, HEARING?</p>
• AC9L2AU10EC01_E3<p>exchanging information about themselves and their world using NMFs, for example,</p><p class="ausltrans-newline">KNOW-WHAT? PRO1 NEW DOG</p><p><em>Guess what? I have a new dog.</em></p><p class="ausltrans-newline">POSS2 WEEKEND GOOD BAD?</p><p><em>How was your weekend?</em></p></p>
• AC9L2AU10EC01_E4<p>asking for and providing additional detail, such as in a mock interview activity, for example,</p><p class="ausltrans-newline">POSS2 STORY WOW. NMF:LEANING-FORWARD TELL MORE</p><p><em>Your story is interesting. Please tell me more.</em></p><p class="ausltrans-newline">FS:IF PRO2 BOSS PRO2 WILL CHANGE WHAT?</p><p><em>What would you change if you were boss?</em></p>
• AC9L2AU10EC01_E5<p>participating in conversations with their peers using strategies to sustain interactions, such as turn-taking and asking for repetition, clarification or confirmation, for example,</p><p class="ausltrans-newline">WHAT? PLEASE AGAIN</p><p><em>Could you repeat that, please?</em></p><p class="ausltrans-newline">STILL GO-AHEAD</p><p><em>Go ahead …</em></p><p class="ausltrans-newline">FS:SO PRO2 SAY PRO1 FIX THAT?</p><p><em>So, you want me to fix that?</em></p><p class="ausltrans-newline">PLEASE SLOW SIGN?</p><p><em>Could you sign that slowly, please?</em></p><p class="ausltrans-newline">PRO2 SAY BEFORE WHAT?</p><p><em>What did you just say, sorry?</em></p>
• AC9L2AU10EC01_E6<p>using appropriate NMFs to enhance communication through backchannels and exclamations, for example,</p><p class="ausltrans-newline">SURPRISE</p><p><em>Oooh</em> (with appropriate intonation)</p><p class="ausltrans-newline">INCREDIBLE</p><p><em>No way!</em></p><p class="ausltrans-newline">HOLD …</p><p><em>Hang on a minute …</em></p>
• AC9L2AU10EC01_E7<p>describing and comparing topics, setting up use of space, for example, a weather report,</p><p class="ausltrans-newline">PT+up WEATHER QUEENSLAND HOT</p><p><em>The weather in Queensland is hot.</em></p><p class="ausltrans-newline">PT+dn WEATHER TASMANIA COLD</p><p><em>The weather in Tasmania is cold.</em></p>
• AC9L2AU10EC01_E8expressing degrees of emotions and intensity through variations of signs and NMFs, for example, angry versus furious, happy versus ecstatic
• AC9L2AU10EC01_E9<p>using discourse markers in a role-play or turn-taking activity, for example, </p><p class="ausltrans">ANYWAY, THEN, PAUSE-NOD</p><p>, list buoys, </p><p class="ausltrans">FS:SO, NOW, BUT</p><p>, and others, as well as hand clasp, hand drop to indicate turn-taking</p>
• AC9L2AU10EC01_E10<p>explaining or justifying an opinion using conditional statements such as <em>if … then … or when,</em> for example,</p><p class="ausltrans-newline">STUDY SCIENCE WHY-NOT?</p><p><em>Why do you not want to study science?</em></p>
• AC9L2AU10EC01_E11<p>using persuasive language and NMFs to present a point of view in face-to-face or online interactions, for example,</p><p class="ausltrans-newline">PRO1 THINK SCHOOL UNIFORM GOOD BECAUSE ALL STUDENT ALIKE FEELMATTER-NOT RICH POOR ALIKE</p><p><em>I think school uniforms are good because they keep students equal, and it doesn’t matter if they are rich or poor.</em></p><p class="ausltrans-newline">PRO1 THINK SPORT GOOD BECAUSE PEOPLE PLAY OUTSIDE IMPROVE MENTAL HEALTH (wellbeing)</p><p><em>I think sport is great because it encourages people to go out and improve their wellbeing.</em></p>
• AC9L2AU10EC01_E12discussing an event involving 2 or more people using DSs and tracking referents with CAs, for example, recounting a lunchtime incident
• AC9L2AU10EC01_E13adjusting their language to socialise with different audiences using appropriate code-switching techniques, for example, interacting in class or in the playground, or at an excursion with students from different year levels
• AC9L2AU10EC01_E14using culturally appropriate protocols when working with an interpreter such as not interrupting or blocking the line of sight
• AC9L2AU10EC01_E15using appropriate protocols within and beyond the classroom such as gaining group attention through flashing lights, tapping, foot stomping and waving, and maintaining eye gaze, backchannelling and limiting the use of voice when interacting with unfamiliar Auslan users