High & Low Context Examples SMART Goals for Expansion … · 2016. 4. 12. · DEAF WAY GOD-BLESS-YOU Photo of piano -“belongs to you ... exactly the same way as they were initially

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Minnesota Department of Education

William F. Ross III, M.S., CI/CT

April 2016

What is the Impact on the Signed Message?

If these features are not acquired while the students are learning

American Sign Language, then they will not be utilized when the

student uses their language.

The resulting message has more errors, unnatural phrasing and

often resembles English in grammar and structure.

William F. Ross III | Expansion Techniques | Classifiers 2

Lawrence, Shelley. Revised Jan/2003. Interpreter Discourse: English to ASL Expansion, p. 1-2

High & Low Context Examples

To uninitiated people what is the meaning of:

� DEAF WAY

� GOD-BLESS-YOU

� Photo of piano - “belongs to you”


SMART Goals for Expansion Techniques

� Specific

� Measurable

� Attainable

� Relevant

� Time-bound

Students should create a goal statement

describing the individual skill(s) which they

want/need to incorporate into their language


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The Seven Expansion Techniques

� Contrasting

� Faceting

� Reiteration

� Utilizing 3D Space

� Explaining by Examples

� Couching or Scaffolding

� Describe then Do


Contrasting

Contrasting draws attention to the point by stating what it is not.

In other words, it states an opposite idea(s) to emphasize one.

Students often incorporate this into their language; some may

struggle.


Examples of Contrasting

FIND COOKIES WHERE?

LOOK FIRST SHELF NO, SECOND SHELF NO, THIRD YES

BRING PLEASE

TO ARRIVE AT MY HOUSE YOU

DRIVE NORTH, NOT SOUTH

TURN RIGHT, NOT LEFT


Faceting

Faceting focuses attention on the concept or idea by using several

different signs sequentially to narrow the idea to a more clear,

accurate and articulate concept.

Typically it is the use of 3-5 adjectives or adverbs to convey the

true meaning of the idea.

Students often incorporate this into their language, with practice.


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Examples of Faceting

MY BROTHER NEW CAR

BLACK FANCY-FANCY FAST “TERRIBLE”

SHORT FORM

SIMPLE EASY CHECK-CHECK NOTHING

(see video)


Faceting Activity

� Overjoyed

� Stunned

� Painfully Shy

� Novice

� Sick with Grief

� Empower

� Frightened/Petrified

� Fury

� Master

� Sly

� Pace

� Coward

� Brilliant

� Miserable

� Stellar

� Horrified

� Hysterical

� Apathetic

� Impoverished

� Ashamed

� Condescending

� Indifferent

� The book was

“moving”


Reiteration

Reiteration refers to signs that are repeated in a signed message

exactly the same way as they were initially stated; it is intended

to mark emphasis.

Students often struggle incorporating this into their language.

Purposes:

� Importance to the storyline

� Cultural significance

� Emotional significance to signer


Examples of Reiteration-1

LAST NIGHT SICK

THREW UP-THREW UP TIRED

SLEEP-LOUSY

LAST NIGHT SICK

RAIN-ON-ME

WET CLOTHES

CHANGE MUST WET


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Examples of Reiteration-2

I DRIVE M-A-I-N-E

FAR [DESCRIBE] FAR

I WRITE PAPER

A LOT WORK-TERRIBLE

RESEARCH, STUDY, TYPE

A LOT WORK-TERRIBLE


Explaining by Example

Explaining by Examples is a feature in American Sign Language

that explains or defines the meaning of words by using

examples.

Often the examples are often followed with a story which

demonstrates the proper use of the sign. There are variations of

this, however, examples are consistently used to “define” a

given idea.

Some Students struggle incorporating this into their language.


Explaining by Example

Other terms used when discussing this expansion technique:

�Superordinate (subordinate)

�Noun-Listing

�Noun Classification

�Enumeration


Examples of Explaining by Example

T-O-O-L B-O-X, YOU KNOW

RED BOX, INSIDE HAMMER, SAW,

SCREWDRIVER, ETC

W-E-A-P-O-N, YOU KNOW

GUN, KNIFE, CLUB, ETC


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Explaining by Example Activity

� Rodents

� Instruments

� Emotions

� Plants

� Audio-Visual

� Communications

� Carnivore

� Omnivore

� Melancholy

� Media

� Entertainment

� The Arts

� Reptiles

� Carbohydrates

� Lingerie

� Cosmetics

� Weather

� Hardware

� Condiments

� Camping Equipment

� Climate

� Appliances

� Active Lifestyle

� Pet Supplies

� Adult movie


Couching/Scaffolding

Couching or Scaffolding is a feature that builds the contextual

framework or cultural context so the idea or concept become

accessible; recognition or comprehension is affirm by consumer.

One researcher describes couching as,

“defining an object or phenomenon by description, analogy or

function instead of by label” (Smith, 1996)


Challenges of Couching/Scaffolding

� No single sign used to “label” to express the idea or concept

� Multiple ways to couch or scaffold information

� Ways in which ideas or concepts are scaffolded or couched are

unrestricted

� Innate understanding that a unique framework or context is

needed

Students typically do not struggle incorporating this into their

language; some may struggle or feel uncomfortable.


Couching/Scaffolding Vocabulary


HEARING:

� Zero Tolerance

� Goth/Emo

� Adolescence/Puberty

� Eccentric

� Endangered Species

� DNR/Living Will

� Man Cave

DEAF:

� Deaf Heart

� ONE MAN

� HEARING BRAIN

� FINISH TOUCH

� BLACK HEART

� TRAIN GONE

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Examples of Couching/Scaffolding Figurative

� Where’s the Beef?

� Toto, I have a feelin’ we’re not in Kansas anymore

� Life is Like a Box of Chocolates

� May the Force be with You

� They don’t have a dog in that fight

� Houston, we have a problem

� May the Odds be Ever in Your Favor

� You had me at hello

� That Dog Won’t Hunt…


Couching or Scaffolding Activity

� Food Pyramid

� Introvert/Extrovert

� First Base

� Extinct

� Middle East

� STI/STD

� Peeps

� Goth

� Desegregate

� DTR

� Genocide

� Woodstock

� Props

� Immigrants

� Scrapbooking

� Gourmet

� Temperament

� Genre (movie/book)

� Staycation

� Wardrobing

PHRASES

� Second hand smoke

� Red tape

� Mercy killing

� Industrial strength

� Friendly fire (war)

� Fine arts

� Alternative medicine

� Political movement

� Collateral damage

(war)


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Explain by Example

Typically used in an effort to

define a word, concept or

idea

• Noun or noun list

Faceting

Typically used to emphasize,

clarify or accentuate the

genuine meaning of a

concept or idea

• Adjective

• Adverbs

• Verbs

Compare and Contrast of Three Features

William F. Ross III, M.S., CI/CT | Expansion Techniques

Couching or Scaffolding

Typically used to build a

contextual framework or

cultural context so the

concept or idea becomes

clear; often considered or

described as an explanation

The interpreter determines meaning and thus determines which

expansion technique will be most effective; certain phrases or words

can be managed with any of the above techniquesWilliam F. Ross III | Expansion Techniques | Classifiers

Describe then Do…

ASL discourse is frequently loaded with action. Regularly the

signer will act out stories in ASL; this is often seen as the

repetition of the verb, once in simple form and then again acted

out.

The signer may transition through various forms of address:

� Narration

� Direct address

� Role play (assuming the position of the character)


Lawrence, Shelley. Revised Jan/2003. Interpreter Discourse: English to ASL Expansion, p. 10

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Two Main Types Describe then Do…

� The first is a short description followed by an action or

reenactment of the description.

� The second is just “performing” the action itself.

� Mindess explains describe then do frequently incorporates

role/body shifting, characterization, etc.

Students can incorporate this into their language with practice;

some may struggle.


Examples of Describe then Do…

Accidently Locked Outside

TUGGING ON DOOR

LOOK IN WINDOW, RUN AROUND SIDE

POUND-ON-WINDOW, GIVE-UP


Blurry TV Picture

C-A-B-L-E B-O-X

WIRES “ADJUST”

BANG ON TOP TV

Me Calling a Friend

PICK-UP-REMOTE,

PUSH-ON

Describe then Do…Activity

� Preparing a turkey dinner

� Cleaning oven/refrigerator

� Wrapping gifts

� Cleaning the house

� Renovating room/house

� Repotting plants

� Arguing with parents

� Landscaping front of house

� Painting a room

� Flirting with boy/girl

� Looking for something in

garage/store/closet

� Getting money from bank teller;

they give the wrong amount

� Going to visit family (far & near)

27William F. Ross III | Expansion Techniques | Classifiers

Utilization of 3D Space

3-D Space conveys information by arranging visual “pictures” on a

spatial plane to communicate descriptions & details;

much of it is done by employing classifiers.

Three aspects of 3-D space:

� Referential Space

� Topographical Space

� Spatial Mapping


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Utilizing 3D Space


1. Layout of the

Apartment

2. Layout of the

Furniture

Utilization of 3D Space Utilizing 3D Space


1. Give directions to a

specific location

2. Describe the room (L to R

or most prominent items)

3. Tell what item you need

from the room

Incorporating Classifiers

When teaching about 3D Space frequent use of classifiers is

expected.

Classifier Categories:

Students consistently struggle with utilizing 3D space and

classifiers.William F. Ross III | Expansion Techniques | Classifiers 31

�Descriptive classifier

�Locative classifier

�Semantic classifier

�Plural classifier

�Body/Body part classifier

� Instrument classifier

�Element classifier


Descriptive and Body Classifiers

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Various Classifiers

William F. Ross III | Expansion Techniques | Classifiers

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Function of Classifiers

� Functions or acts like a pronoun which refers to a person or

object

� Used as adjective that describe size, shape, amount, depth and

texture of a person or an object

� What something looks like, and where it is located


Rules of Classifiers

� You must always label or identify your classifier; index (point) to

the person, place or thing THEN use the classifier

� Handshape production is often indicative of the size of the

objects being described

� Just like an English pronoun you must first identify what you are

talking about (a large group of people); you can use the classifier

(CL:5) to show how big the group is, where they are, and how

they are moving.

� Utilize Reference Points (Points of Reference) with classifiers


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Uses:

A person walking

A person standing

A person falling over

Description:

Long-thin object

A pencil lying

An arrow

Uses:

2 people walking

A person sitting or

standing

Eyes rolling, look up look

down

Description:

Snake tongue

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Classifiers: 1 and 2


Number 3

3 people walking or standing

Any vehicles except plane

Number 4: This classifier is used to represent multiples of items

that are arranged in a certain way.

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Classifiers: 3 and 4

� 4 people walking

� Stripes

� Fence

� Teeth bared

� Whiskers

� Line of people

� Curtains

� Bangs in the hair, or

different hair styles

Classifiers Practice

� The man came to me

� Four men walked away

from me

� The woman walked by me

� The two of them came to

me and talked to me

� The three women passed

by

� Four girls came here to chat

then they walked back


� To walk by quickly

� To walk very slowly

� To turn away

� To stagger (like drunk)

� To go up to another

person

� Two people follow another

person

� To approach a person,

hesitate and walk away

General Classifiers

� CL: A (set up)

� CL: B (flatness)

� CL: C (thickness)

� CL: C (roundness)

� CL: G (thinness)


� CL 3 (land vehicles)

� CL: 1 (long & thin)

� CL: F (small roundness)

� CL: L/LL (square, frame, picture, clock)

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CL:A shows things/objects

that do not move:

� Statues

� Bottles on shelf

� Placement of objects

on table

� Buildings (on a map)

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Classifiers: A and B

CL:B shows things that usually “flat”

like:

� Surfaces, walls floors, roads,

shelves, tables

� Countertops, cabinets

� Pictures on a wall

� Describe flat objects, paper

� Room layout

CL:C can be used to show

small cylindrical objects� Cup

� Glass

� Bottle

� Vase

� Can

� Pipe

� Pole

CL:CC (2 hands) can be used to

show larger cylindrical objects� Bowl

� Large can

� Thick cable

� Pail

� Pipe

� Pole

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Classifiers: C

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Classifiers: U and V

CL:U used to show thin objects such as tongue, diving board, tie,

etc.

CL:V This classifier can be used to show how a person's legs

move (standing, sitting, swinging, etc.)

It can be used to indicate:

� Stand

� Walk-to

� Lay down

� Toss-and-turn

� Dive

� Jump

� Skate board

� Scooter

� Get up

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Classifiers: F and LL

CL: F can be used to show

small, flat and circular objects:

� Coin

� Button

� Watch

� Spots

� Eye movement

� Pearl necklace

� Shape of a cigar

CL:LL (bent) can be used to

show flat and round objects:

� Pancake

� Small dish

� Plate

� Hamburger

� Large plate

� Big steak

� Large Puddle

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Class Application and Utilization

� Story Telling

� Photo Description

� Scripted Interpreting Practice (Ted Talks)

� The Effective Interpreting Series:

Cognitive Processing Skills in English by

Carol Patrie

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https://www.ntid.rit.edu/educational-materials/?controller=category&path=24


Reference and Resources

� S. Lawrence, Interpreter Discourse, CD, Rochester Institute of Technology,

2004

� Smith, T.B. 1996. Deaf People in Context. Ph.D. dissertation, University of

Washington.

� http://resolutionarythinking.com/mod/glossary/view.php

� http://oregonstate.edu/instruct/anth370/gloss.html#W

� Kelly, Jean, ASL-TO-ENGLISH: Say It Like You Mean It. 2004. RID Press.

� Mindess, Anna. Reading between the Signs, second edition.

� http://en.wikipedia.org/wiki/High_and_low_context_cultures

46William F. Ross III | Expansion Techniques | Classifiers

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High & Low Context Examples SMART Goals for Expansion … · 2016. 4. 12. · DEAF WAY GOD-BLESS-YOU Photo of piano -“belongs to you ... exactly the same way as they were initially