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NZSL L6: Example 2

Example 2: Hanmer Springs trip

Hanmer Springs trip

Context and text type

Student recounts the highlights of a recent family trip to hot pools at Hanmer Springs, where she met her Deaf friend and enjoyed talking to her while they relaxed in a pool.

Text type

Informal recount. Productive.

Examples showing how the student is:

Communicating information, ideas, and opinions beyond the immediate context

Student communicates information about a family day trip using past tense. She says where they went.

  • LAST WEEKEND MY FAMILY IX-me LCL: DRIVE-to, IX-loc , fs, HANMER SPRINGS IX-Loc HOT POOLS

Student expresses an opinion:

  • WOW POSS-your HAIR SHORT IX-you LOOK GOOD

Student expresses her opinion using adjectives to describe the view, which she compares with a previous season:

  • RELAX SUN (intense) LOOK-around SNOW MOUNTAIN BEAUTIFUL SNOW++ LOVELY CHANGE SPRINGTIME TREES GREEN.

Expressing and responding to personal ideas and opinions

Student expresses happiness that she saw her friend:

  • GREAT CATCH-UP WITH IX-her IX-ME  LONG-TIME

Student expresses her opinion that price of locker is cheap:

  • WE GO-TO CHANGE FINISH PAY UMM $2 FOR LOCKER. THINK IX CHEAP

Student explains Hanmer Springs is her family’s favourite place to relax:

  • LAST WEEKEND POSS-my FAMILY IX-me LCL: DRIVE-to, IX-loc , fs, HANMER SPRINGS IX-loc HOT POOLS

Communicating appropriately in different situations

Student uses culturally appropriate behaviours, such as eye contact before beginning a conversation and a small wave to gain attention.

Student uses appropriate facial expression to show her pleasure in the warmth of the pool:

  • AHH (2h) WARM

Understanding how language is organised for different purposes

Pronouns are shown through pointing to indicate who is being referred to:

  • SEE POSS-my FRIEND SARA IX-me wave-for-attention IX-she COME-along SIT-next-to-me

IX-loc is used to show location:

  • CHRISTCHURCH IX TO IX f/s HAMNER SPRINGS 1 ½ HOUR DRIVE

Classifier is used to show plural, for example, long line of people:

  • FINALLY ARRIVE SEE PCL: long-line-of-people WE WAIT++ PCL: move slowly

Non-manual signal is used to show intensity and movement of the sun:

  • RELAX SUN (intense) LOOK-around

Raised eyebrows and a rhetorical question are used to introduce the topic of the conversation:

  • TOPIC , LAST WEEKEND

Student uses a headshake to show negation:

  • IX-me IX-her LONG-TIME

Student uses UMM as filler to process information:

  • WE GO-TO CHANGE FINISH PAY UMM $2 FOR LOCKER.

Opportunities for developing intercultural communicative competence

What does a Deaf person need to take into account on trips or holidays? When people travel to other cultures, they experience different expectations. Students could explore these differences.

Students could investigate the way recounts in NZSL are different from recounts and storytelling in another language or culture. What Deaf cultural features in NZSL are particular to recounts and storytelling? For example: the way the story is set up, the language features present and the use of space to enhance the recount.

Last updated January 20, 2017



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