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Elaboration (10) ACLASFU102

understanding that signs can be organised by handshape, for example in Johnston’s Auslan dictionaries or localised handshape dictionaries in schools, and that this is useful if an English word for a sign is not known

Elaboration (1) ACLASFC118

identifying characteristics of deaf people’s visual awareness, such as good observation of body language and heightened alertness to hazards in the environment while walking/driving and signing

Elaboration ACLASFC127

using greetings and farewells following modelled signs such as HELLO, HOW-ARE-YOU? SEE LATER, GOOD MORNING M-R J-O-N-E-S

Elaboration (5) ACLASFC127

expressing feelings using lexical signs and affective NMFs, for example: PRO1 HAPPY I’m happy. PRO3 GRUMPY She’s grumpy.

Elaboration (1) ACLASFC155

comparing their own and each other’s reflections on the experience of learning and communicating in Auslan, and considering whether their attitudes or understandings have changed through this experience

Elaboration (4) ACLASFC170

translating segments from popular children’s texts such as fairytales or short stories into Auslan, considering why some elements cannot be translated literally

Elaboration (5) ACLASFC186

exploring how cultural values and the expression of identity are reflected in different forms of artistic expression, such as poetry performances by Walter Kadiki or John Wilson’s ‘Home’

Elaboration (2) ACLASFC226

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

Elaboration (4) ACLASFC227

noticing differences in forms of address in signed and spoken languages, for example, not using a person’s name when signing directly to them, unlike in Australian English

Elaboration (1) ACLASFU233

identifying examples of deaf people’s visual orientation towards the world, such as using visual applause or being astute in reading body language

Elaboration (2) ACLCHU031

finding examples of the openings of informal and formal conversations in Chinese films, soap operas and children’s cartoons, and practising using these openings in conversation with teachers and friends

Elaboration (3) ACLCHC054

using descriptive language to set the scene and capture the reader’s imagination, for example, describing the sound of traffic and the smell of breakfast stalls on a busy morning in a Chinese town

Elaboration (2) ACLCHU141

comparing and differentiating forms of texts based on purpose and audience, for example, asking: What’s the difference between a letter and an email? What might be the reasons for such differences?

Elaboration (1) ACLCHC151

reading children’s stories in bilingual form and reflecting on ideas expressed in Chinese and English which may not be readily translated and discussing possible reasons for this

Elaboration (2) ACLCHU156

recognising words that reflect particular cultural understandings, for example, 天气 means ‘weather’ but literally translates as ‘sky’s energy’

Elaboration (2) ACLCHU158

using words and expressions reflecting their interlocutor’s seniority and authority, for example, 您老敬请？

Elaboration (4) ACLCHC202

improving language choices across cultures, such as when meeting people for the first time (for example, when being introduced to a parent’s friend);

Elaboration (6) ACLCHC212

presenting opinions using strategies suited to the audience or reader’s expectations, such as 欲扬先抑 (to criticise before praising)

Elaboration (8) ACLCHC215