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NZSL L7: Example 3

Example 3: Deaf girl learns to play the violin

Deaf girl learns to play the violin film

Context and text type

Manu and Brooke have viewed a YouTube video about a Deaf girl’s determination to play the violin despite being bullied.

Text type

Informal conversation. Interactive.

Examples showing how the students are:

Communicating information, ideas, and opinions through increasingly extended and varied texts

Manu uses an extended sentence pattern with a combination of structures to communicate an opinion:

  • !RIGHT+++ (absolutely) !  PEOPLE STILL PUT-DOWN++ (LOC-she).
  • IX-you PUT DOWN+++ EXPERIENCE BEFORE  

Beginning to explore the views of others

Manu asks for Brooke’s opinion:

  • IX-you PUT DOWN+++ EXPERIENCE BEFORE  
  • WHAT IX-you THINK OVER MAN loc1 HELP HER loc2,  

Brooke responds to Manu:

  • YEAH ME SEE MANY SCHOOL BEFORE, HARD++ PEOPLE GIVE-up DREAM, OTHER PEOPLE FOCUSED/DETERMINED DREAM.

The topic of the conversation is clearly of high interest to both Brooke and Manu, as they bring personal experience to the conversation. For example, they talk about bullying in general, and seek each other’s views. Together they decide that the teacher and the violin player are amazing.

Beginning to develop and share personal perspectives

Manu shares his perspective on the film:

  • WOW INSPIRING BUT SAD

Brooke agrees and adds her perspective:

  •  AGREE IX-she (filler-um) STRONG GIRL she.

Manu states his intention to get others to watch the clip and keep the message in his own mind. This is reinforced by affirmative nod:

  •  THINK EVERYONE SHOULD WATCH (filler-hmm) IX-Loc STORY (video story about the Deaf girl).

Beginning to justify own ideas and opinions

In response to Manu’s question, Brooke expresses a personal view of the man that taught the Deaf girl to play the violin:

  • HARD++ PEOPLE GIVE-up DREAM, OTHER PEOPLE mcs-FOCUSED/DETERMINED
  • IX-HE AMAZING IX-HE. IX-ME WISH HAVE SAME MAN TEACH-me

Beginning to support or challenge the ideas and opinions of others

Manu supports Brooke’s idea about the teacher:

  • IX-ME AGREE IX-(loc1) MAN BELIEVE IX-SHE(loc2) CAN nms-SUCCESSFUL++

Beginning to engage in sustained interactions and produce extended texts

Manu and Brooke sustain the interaction by agreeing with each other:

  • Brooke: IX-SHE GREAT GIRL IX-SHE SHOW ALL (people) CAN-do. WHEN BULLIED++ PEOPLE SMASH++ VIOLIN, WHAT-do, IX-SHE TAPE+++ FIX+++ (violin).

    rhq _____t
    IX-WHAT-do, IX-SHE TAPE+++, FIX+++

    Manu: !RIGHT+++ (absolutely) !  PEOPLE STILL PUT-DOWN++ (LOC-she).

    Brooke: YEAH, SEE MANY SCHOOL BEFORE HARD++ PEOPLE GIVE-up DREAM, OTHER PEOPLE mcs-FOCUS/DETERMINED DREAM

Interpreting ways in which the target language is organised in different texts and for different purposes

A verb is used to express future intention to remember and use the message of the clip:

  • IX-me WILL KEEP-BACK-MIND (means noted).

Directional agreement verbs are used to differentiate who is teaching whom:

  • IX-ME WISH HAVE SAME MAN TEACH-me.

Brooke uses a filler to allow time to process information:

  • IX-ME AGREE IX-SHE (filler-um) STRONG GIRL IX-she 

Opportunities for developing intercultural communicative competence

Students could consider the role of persistence in reaching goals. Is it equally important for Deaf and hearing people? How could students support each other to persist? Is bullying of Deaf people the same as bullying of hearing people? Does bullying occur for the same reasons? How can students manage being bullied?

Students could describe their own goals and talents in arts and crafts. They could investigate Deaf community members who are involved arts and crafts and the support they have received. Students could research Deaf people who have been successful in music and arts.

Last updated January 20, 2017



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