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Elaboration (4) ACLASFC243

composing bilingual texts for class or school assembly performances, events or displays, for example, NWDP announcements

creating vlogs or filmed texts designed to share their understanding or views about Deaf/hearing identity and to prompt the intended audience to reflect on their own views of Auslan and the Deaf community and of what it means to be ‘hearing’

Elaboration (4) ACLASFC245

reflecting on similarities and differences between spoken language and signed language users, for example when joining interactions, taking turns, using name signs or passing between people who are communicating with each other

Elaboration (4) ACLASFU246

understanding that signs can be iconic in a number of ways, such as representing a whole object or part of an object

Elaboration (4) ACLASFU247

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

Elaboration (4) ACLASFU248

recognising that typically signers use DSs to show spatial relationships, not separate signs such as ON or UNDER

Elaboration (4) ACLASFU249

noticing how signers construct cohesive and coherent texts through the use of text connectives such as lexical signs THEN or G:WELL or NMFs and pausing

Elaboration (4) ACLASFU250

recognising that languages constantly expand to include new words, signs and expressions due to influences such as changing technologies and digital media, for example, COMPUTER, COMPUTER-MOUSE, INTERNET, FACEBOOK, WIFI, SELFIE

Elaboration (4) ACLASFU251

analysing the impact of migration and the settlement of deaf people from the UK and other countries on the development of Auslan

Elaboration (4) ACLASFU252

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 la …

Elaboration (4) ACLCHC001

using pictures and prompt cards to participate in conversations

Elaboration (4) ACLCHC002

recognising the differences in describing family members in Chinese and English, for example, ‘brothers’ can be 哥哥 or 弟弟 in Chinese

Elaboration (4) ACLCHC003

practising tone, actions and gestures that support meaning to share information

Elaboration (4) ACLCHC009

presenting a collage or poster which represents aspects of their identity, using text and images

Elaboration (4) ACLCHU011

identifying syllables that make up Chinese words, such as 小/老/鼠 (xiǎo/lǎo/shǔ), and understanding that words such as 熊猫 (xióng māo) have two syllables, with each syllable having a meaning

Elaboration (4) ACLCHC017

giving information in response to questions such as 你的弟弟几岁？, and responding to turn-taking signals such as 该你了 or pauses

Elaboration (4) ACLCHC021

singing familiar songs from both cultures, such as 《小星星》，《说哈罗》,《猜拳歌》 or 《狼与小孩》, to memorise words and sounds and for enjoyment

Elaboration (4) ACLCHC022

designing play props and costumes appropriate to the context and setting of a story read or listened to in class, and identifying traditional Chinese clothes and accessories

Elaboration (4) ACLCHU026

engaging in activities to raise tonal awareness, such as competing with classmates to read a tongue twister (妈妈骂马) and using hand gestures to help pronounce different tones

Elaboration (4) ACLCHU027

making connections between key morphemes in familiar words, for example, fruit group 水果、苹果、果汁; vehicle group 汽车、火车、车子

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