Exploring Non-manual Features

Year Level

Year 7

Subject

Auslan (Australian Sign Language) – Languages

Duration

70 minutes

Class Size

25 students

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Unit Context

Unit 1 - "Deaf Gain in Auslan Culture"

Lesson 3: Exploring Non-manual Features

Focus on investigating non-manual markers in Auslan, especially facial expressions and body language that convey meaning beyond hand signs.

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Australian Curriculum (v9) Alignment

Content Descriptions

• AC9L2AU8EC05:
  Create signed, visual and multimodal informative and imaginative texts using non-manual features (NMFs) alongside fingerspelling, lexical signs, depicting signs, and signing space appropriate to text types【8:AC9L2AU8EC05.md】.

• AC9L1AU8C03:
  Interpret and analyse information, ideas and opinions in a range of signed, visual and multimodal texts, responding appropriately to cultural context, purpose and audience — including attention to NMFs【5:AC9L1AU8C03.md】.

• AC9L1AU8EU02:
  Develop and apply knowledge of the Auslan grammatical system, including use of NMFs to express sentence types such as questions and adverbs【17:AC9L1AU8EU02.md】.

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Learning Objectives

By the end of the lesson, students will be able to:

1. Identify different types of non-manual features (facial expressions, head and body movements) used in Auslan and understand their role in conveying meaning and tone.
2. Analyse signed Auslan texts focusing on the use of non-manual features in context.
3. Experiment and apply appropriate non-manual features to convey specific emotions and grammatical markers in their own signing.
4. Recognise how NMFs influence meaning beyond manual signs and how their misuse can change comprehension.
5. Relate the importance of NMFs within Deaf culture and Auslan communication.

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Resources Needed

• Video clips of Auslan conversations and storytelling demonstrating non-manual features (varied emotions, questions, negations).
• Mirror or reflective surfaces for students to observe their facial expressions.
• Whiteboard or projector for visual notes.
• Printed handouts summarising key non-manual features and their functions.
• Recording device or phone/tablet to record practice signing.
• Classroom space suitable for pair/group activities.

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Lesson Structure

1. Introduction (10 minutes)

• Engage:
  Begin by discussing communication beyond words/signs — body language and facial expressions in everyday interactions. Ask students to give examples of how facial expressions change meaning in spoken language.

• Connect to Auslan:
  Explain that Auslan heavily relies on non-manual features (NMFs) such as eyebrow movements, mouth shapes, head tilting, and body posture to add grammatical meaning and express emotions.

• Learning Intention:
  Display and explain the objectives. Emphasise NMFs as an integral part of Auslan grammar and culture.

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2. Explore Non-manual Features (20 minutes)

• Video Observation:
  Watch one or more short Auslan clips illustrating different NMFs (e.g., yes/no questions with raised eyebrows, Wh- questions with furrowed brows, negation with head shakes, and expressions of emotion such as surprise or sadness).

• Guided Discussion:
  Pause and discuss each clip:

  • Identify the NMFs visible.
  • Describe what meaning or emotion is being conveyed beyond hand signs.
  • Discuss how NMFs affect understanding.

• Demonstration:
  Teacher models several NMFs, exaggerating some for clarification (e.g., raise eyebrows for a yes/no question, shake head for negation).

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3. Practice Activity: Mirror Work and Partner Practice (20 minutes)

• Individual Practice:
  Students use a mirror to practice and replicate key NMFs demonstrated. Focus on facial expressions, eyebrow movement, head tilts and body posture.

• Pair Work:
  In pairs, students take turns signing simple sentences with the target NMFs (e.g., "You like ice-cream?" with raised eyebrows for a question, or "I don’t want to go" with headshake negation). Partners provide feedback on NMF accuracy.

• Focused Practice Prompts:
  Provide prompts cards for students to sign using particular NMFs:

  • Statements
  • Yes/no questions
  • Wh- questions (who, what, where)
  • Negations
  • Expressing emotions: happy, sad, frustrated, surprised.

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4. Creative Application: Short Skit Exercise (15 minutes)

• Groups of 4–5 students create and perform a short Auslan skit incorporating NMFs to express emotion and sentence types. Example scenario: a conversation between friends planning a weekend activity with questions and emotional responses.

• Encourage use of a variety of non-manual markers to add naturalness and clarity.

• Optional: Record performances for review.

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5. Review and Reflect (5 minutes)

• Whole class discussion:

  • What did you learn about non-manual features today?
  • How do they help or change meaning?
  • Why are NMFs important for Deaf culture and communication?

• Summarise key points and relate to the cultural significance of Auslan.

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Assessment

• Formative:
  Observation during pair and group practice of correct and appropriate use of NMFs.

• Peer Feedback:
  Students give constructive feedback on partner/group skits focusing on clarity and expressiveness of NMFs.

• Exit Ticket:
  Each student signs one sentence using an appropriate NMF (e.g., a question or negation) to the teacher before leaving the class.

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Differentiation Strategies

• Support:
  Provide visual cue cards with facial expressions and explanations. Pair less confident students with those more experienced.

• Extension:
  Challenge advanced students to identify and explain NMFs in more complex Auslan texts or invent new sentences using combined NMFs (e.g., double questioning with eyebrow raise and tense mouth).

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Cross-curriculum Priorities and General Capabilities

• Intercultural Understanding:
  Students develop respect and understanding of Deaf culture through exploration of Auslan linguistic features.

• Literacy:
  Develop metalanguage relating to describing Auslan grammar, body language, and non-verbal communication.

• Personal and Social Capability:
  Enhances expressive communication and collaboration skills during pair and group work.

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This lesson effectively integrates core Auslan skills with cultural understanding, aligned closely with Australian Curriculum (v9) achievement standards for Years 7 and 8 Auslan learning outcomes, specifically drawing from content descriptions AC9L2AU8EC05 and AC9L1AU8C03 focusing on non-manual features for comprehending and creating meaningful Auslan texts【8:AC9L2AU8EC05.md】【5:AC9L1AU8C03.md】【17:AC9L1AU8EU02.md】.