AC9L1AU6C01

Elaborations

• AC9L1AU6C01_E1<p>encouraging each other, for example, making connections between actions and effects, such as</p><p class="ausltrans-newline">BA! BECAUSE POSS2 WORK HARD, PRO2 SUCCESS</p><p><em>Because of your hard work, you were successful! Hooray!</em></p>
• AC9L1AU6C01_E2participating in face-to-face or online exchanges with Auslan users in other contexts, for example, conducting an interview to discuss topics of shared interest, for example, sports, television shows or digital media they enjoy viewing
• AC9L1AU6C01_E3engaging in both prepared and spontaneous questions within conversations and discussions, using active watching behaviours such as using NMF, eye gaze, head nodding, shaking, leaning back and forth in interest or surprise and contributing their own responses
• AC9L1AU6C01_E4<p>exchanging views with their peers to identify values that they hold as important, for example, being part of the Deaf community or caring for the environment, for example,</p><p class="ausltrans-newline">PRO1 FULL DEAF</p><p><em>I am profoundly deaf.</em></p><p class="ausltrans-newline">LOOK-AFTER ENVIRONMENT, PRO1 WANT</p><p><em>I want to look after the environment.</em></p>
• AC9L1AU6C01_E5<p>comparing personal experiences and opinions, and expressing agreement or disagreement in a respectful manner, for example,</p><p class="ausltrans-newline">AGREE YES or PRO1 AGREE</p><p><em>Yes, I agree.</em></p><p class="ausltrans-newline">PRO1 KNOW WHAT MEAN, BUT …</p><p><em>I know what you mean, but …</em></p><p class="ausltrans-newline">DOUBT</p><p><em>I’m not sure.</em></p><p class="ausltrans-newline">AGREE-NOT … </p><p><em>I don’t agree …</em></p>
• AC9L1AU6C01_E6<p>contributing to discussions by clarifying and critiquing ideas/opinions and developing and supporting arguments, using statements such as</p><p class="ausltrans-newline">PRO1 FEEL PRO2 GOOD TALK OVER … BECAUSE …</p><p><em>I think it’s good you are talking about …, because …</em></p>
• AC9L1AU6C01_E7<p>discussing school experiences or events, using time markers, for example,</p><p class="ausltrans-newline">WEEK-AGO, ASSEMBLY GOOD, LONG DS:FAST-REPEAT</p><p><em>One week ago, assembly was good, but it was sooo long.</em></p><p class="ausltrans-newline">TODAY, SCHOOL SWIMMING RACE, GOOD BAD, PRO2 THINK WHAT?</p><p><em>What did you think about the swimming carnival today?</em></p>
• AC9L1AU6C01_E8<p>using interactional strategies such as paraphrasing, questioning and interpreting non-verbal cues when communicating with their teacher or peers, such as pointing and signing </p><p class="ausltrans">THAT, WHAT, WHAT-FOR, GO-BACK/BACKTRACK, WAIT, HOLD, PRO2 MEAN …, KEEP GOING, COME-ON, BACK-ON-TRACK</p>
• AC9L1AU6C01_E9<p>sharing information and providing direction, according to the context, for a new participant joining a conversation</p> <p class="ausltrans-newline">PRO3 TELL US OVER MOVE HOUSE</p><p><em>He was just telling us about moving into his new house.</em></p><p class="ausltrans-newline">PRO1(PL) FINISH US TALK OVER BASKETBALL</p><p><em>We were just talking about the basketball.</em></p>
• AC9L1AU6C01_E10<p>participating in a structured debate, clarifying and summarising ideas, for example,</p><p class="ausltrans-newline">PRO3 EXPLAIN OVER WHAT? LBUOY(1):DEAF EDUCATION LBUOY(2):HISTORY LBUOY(3):DEAF FAMILIES</p><p><em>They talked about 3 things; Deaf education, history and Deaf families.</em></p>