Using Fingerspelling in Context

Unit: Deaf Gain in Auslan Culture

Lesson 8 of 20

Year Level: 7

Duration: 70 minutes

Class Size: 25 students

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Curriculum Alignment

Australian Curriculum Version 9 - Languages (Auslan) - Years 7 & 8

• Content Descriptor:
  AC9L2AU8EC05: Create signed, visual and multimodal informative and imaginative texts using modelled fingerspelling (FS), lexical signs, depicting signs (DSs), non-manual features (NMFs) and signing space .

• Related Learning Outcome:
  Students develop the ability to integrate fingerspelling into contextualised communication, expanding vocabulary use related to names and specific Auslan terms within sentences.

• General Capabilities:

  • Literacy (sign language fluency)
  • Intercultural understanding (engagement with Deaf culture and identity)
  • Critical and creative thinking

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Learning Objectives

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

1. Understand and demonstrate fingerspelling (FS) of personal names and specific Auslan terms within sentence contexts.
2. Incorporate fingerspelled words fluidly alongside lexical and depicting signs in signed sentences.
3. Expand vocabulary through the use of fingerspelling to enhance communication accuracy and clarity.
4. Recognise the cultural significance of fingerspelling in Auslan communication.

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Lesson Structure

1. Introduction & Warm-up (10 minutes)

• Objective: Activate prior knowledge and prepare students for fingerspelling practice.
• Greet students in Auslan; brief group discussion about when and why fingerspelling is used in everyday Auslan.
• Show a short video clip of Deaf Australians using fingerspelling naturally in conversation emphasizing names and loan words.
• Quick recap/review of the Auslan alphabet fingerspelling to refresh memory with choral repetition.

2. Guided Practice: Fingerspelling Names and Terms (15 minutes)

• Objective: Develop accuracy and fluency in fingerspelling discrete words.
• Provide students with a curated vocab list including common Australian names, school-related Auslan terms, and cultural keywords relevant to Deaf gain.
• Use paired finger spelling drills: students fingerspell to each other, focusing on clarity and pace.
• Teacher models strategies for smoothing transitions between fingerspelling and lexical signs.

3. Contextual Integration: Fingerspelling within Sentences (20 minutes)

• Objective: Practice embedding fingerspelling into signed sentences to enhance communication.
• Teacher demonstrates how to integrate fingerspelled words (names, technical terms) into short sentences using Auslan grammar, featuring natural non-manual features (NMFs) and role shifts.
• Students create their own sentences using a template, e.g., “MY FRIEND fingerspell name LIKE(s) SPORT.”
• Practice in small groups: students sign their sentences to peers, focusing on using fingerspelling in context smoothly.

4. Interactive Activity: Role-play and Storytelling (15 minutes)

• Objective: Use fingerspelling in realistic communication scenarios.
• Students participate in role-playing activities where fingerspelling is essential:
  • Introducing themselves and classmates using names and specific Auslan vocabulary.
  • Sharing short narratives involving characters with fingerspelled names or technical Auslan terms from Deaf culture.
• Emphasis on expressive signing, appropriate pacing, and clear mouthing or NMFs to support comprehension.

5. Reflection and Consolidation (10 minutes)

• Whole class discussion about the role of fingerspelling in Auslan and its cultural importance for Deaf identity and communication.
• Students self-assess fluency and comfort with fingerspelling words in context via thumbs up/down and short exit slips (e.g., name one new word they fingerspelled today).
• Teacher provides corrective feedback and suggestions for independent practice.

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Assessment

• Formative:
  Observation during paired drills and group role-plays with the teacher noting fluency and accuracy of fingerspelling integrated in signed sentences.
• Summative (optional later):
  Students produce a short signed video clip incorporating fingerspelled names and terms meaningfully, demonstrating clear fingerspelling in context.

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Resources Required

• Video clip examples of natural fingerspelling use in Auslan
• List of names and key vocabulary terms relevant to the unit (Deaf Gain, cultural references, school context)
• Handouts with Auslan alphabet and fingerspelling practice grids
• Digital device or classroom screen for demonstrations
• Space for movement and signing role plays

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Differentiation & Inclusivity

• Provide visual cues and written forms of fingerspelled words for students who need extra support.
• Allow advanced students to experiment with faster paced fingerspelling and longer sentence constructions.
• Celebrate diverse student names and encourage culturally respectful fingerspelling practice.

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Teacher Notes

• Encourage students to pay attention to non-manual features (facial expressions, eye gaze) that support fingerspelling clarity.
• Highlight that fingerspelling is a key skill expanding vocabulary access and that it is culturally embedded in Auslan communication.
• Scaffold practice from isolated words to meaningful sentence use gradually.
• Use positive reinforcement to build confidence in fingerspelling skills.

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This lesson plan will help Year 7 students deepen their practical and cultural fluency in Auslan fingerspelling, directly aligning with the Australian Curriculum v9 learning outcomes for Languages in Years 7 and 8, specifically AC9L2AU8EC05 .