1 / 46

Expanding the Balloon ASL Expansion Techniques

Expanding the Balloon ASL Expansion Techniques. Brenda Aron Seattle Central Community College Adapted from “Expansion & Compression Techniques” by Lynn Finton and Richard Smith NTID/RIT. Workshop Protocols.

thiery
Download Presentation

Expanding the Balloon ASL Expansion Techniques

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Expanding the BalloonASL Expansion Techniques Brenda Aron Seattle Central Community College Adapted from “Expansion & Compression Techniques” by Lynn Finton and Richard Smith NTID/RIT

  2. Workshop Protocols • If you have a question, please save it for the Question board, use a post-it note given, write your question and tack it up on the freestanding easel. • We will answer your questions after the lecture.

  3. Expansion in ASL • Expansion or contextualizing in ASL refers to the amount of detail or information conveyed to: • Clarify a topic, • Expand an idea, or • Provide illustration of a point • The discourse style of ASL uses frequent expansion, and • It’s this process, which makes ASL visually dynamic and interesting. • ASL users typically share common experience and world view, the level of detail is often what makes a story, discussion, or lecture different or unique.

  4. Expansion Strategies • The following are seven (7) strategies that have been identified as part of the expansion process: 1. Contrasting 2. Faceting 3. Reiteration 4. Utilizing 3D Space 5. Explaining by Example 6. Couching or Scaffolding 7. Describe then Do

  5. 1. Contrasting • Highlights one idea by juxtaposing two opposite ideas in order to emphasize the one. • This is usually by stating the positive, then the negative or the reverse occurs. • Sometimes it is sandwiched in between. • Contrasts are often marked with a negative form: “NOT”, “NO”, “CAN’T”, “NONE” • Example A: “(It’s) HOT, NOT WARM, HOT!” • Example B: “DESERT DRY, MOISTURE NONE, DRY!”

  6. “BALLOONS FEW, NO, MANY BALLOONS!”

  7. “GLACIER WATER, COLD, WARM NO, VERY-COLD, BRRR!”

  8. Contrast the following: • I could barely stay awake during the teacher’s lecture. • Mary is so humble. • The mansion is huge.

  9. 2. Faceting • Describes a feature where several different signs are signed sequentially to express one idea more clearly. Although several signs are used, this feature actually narrows a concept to a more exact or specific image. • Usually used with adjectives or adverbs. • This guides the viewer in a particular direction: • EX: “burned out= “FED-UP // WORN-OUT // GIVE-UP”

  10. “COLORFUL” “HOT AIR BALLOON, MANY COLORS// BRIGHT // COLORFUL , WOW!” UNIQUE/ UNUSUAL “CHIHULY GLASS, ODD// DIFFERENT // OUT-THERE// SPECIAL”

  11. Facet the following: • My son is so mule-headed. • The presenter is so animated. • The public bathroom was refreshingly clean. • The sea was brilliantly blue.

  12. 3. Reiteration • Refers to signs that are repeated in a text exactly the same way as they were initially stated. A sign or signs are used again, reiterated, within a passage. • This implies emphasis: that something is important to the storyline, has cultural significance, or has high emotional impact to the signer. • Ex A: “It was my job”= MY DUTY, NOT WIFE. MY DUTY, RESPONSIBILITY.” • Ex B: “I waited in a long line forever.” “LONG-LINE, WAIT+++ LONG-LINE”

  13. “GROUP EFFORT” ‘GROUP TRY WORK, BRAINSTORM-IDEAS, UNITED, WORK-HARD GROUP TRY”

  14. Reiterate the following: • My snowmobile experience is unforgettable. • The hotel is swanky. • Lee is a complainer. • The restaurant has extremely excellent food.

  15. 4. Utilizing 3D Space • Space is utilized in setting up nouns, pronouns-referential space, proximal relationships- topographical space. • Classifiers are one way this information is conveyed. • Space can be referential, topographical, by using spatial mapping and/or classifiers.

  16. Utilizing 3D Space • Example: “Across the arid grasslands, as far as the eye can see, hugging the shadows of the few trees, lay a pride of lions in various stages of sleep and rest.”

  17. “Full of waving hands” Picturesque

  18. Utilize the following in 3D: • A bird sitting on a tree grooming itself when alerted by sound immediately taking flight. • A 6th floor apartment dweller accidentally dropped a flowerpot on the pavement and it shattered into pieces, the flowers lay drooping. • The beginning skier was waving his ski poles wildly as he careened down the slope, his eyes wide and mouth open as if trying to scream in the cold air. • Plagiarism is flagrant at colleges with lenient professors.

  19. 5. Explaining by Examples • It is often for nouns and superordinates which are a category of words that group concrete objects together • Examples: • Furniture: chair, table, sofa, lamp etc. • Baby clothes: diapers, onesies, bib etc.

  20. Tools

  21. Vehicles

  22. Weapons

  23. Explain by Examples the Following: • The continents • Food groups • Fruits • Vaccination for childhood illnesses • Etc.

  24. 6. Couching or Scaffolding • A series of signs are grouped together to form a concept. This adds background or contextual information to a concept to make it clear. • “Defining an object or phenomenon by description, analogy, or function instead of “by label” (Smith 1996) • It may include 3D space, explaining by example, contrasting or by simply explaining the concept. • An introductory “set-up” is needed to ensure the listener has a shared schema or frame to understand the upcoming discourse.

  25. Couching/Scaffolding Example • EX: Sewer pipes: “KNOW TOILET FLUSH ECL: water-drain-through pipe CC big sewer pipe ECL: sewage flows.”

  26. Endangered Species

  27. Couch or Scaffold the following: • Primitive cultures • Hydroponics • Gold Rush • TechnologicalAdvances

  28. 7. Describe Then Do • When the signer shifts from a narrative style of discourse to direct style of discourse or from narrator to character. • Example-English: “I called a friend.” • ASL: ‘ME T0-CALL FRIEND ICL: “pick-up- phone-put-on-TTY.”

  29. Soccer Game

  30. Describe then Do the Following: • I placed my call with VRS. • He showed up after I left. • We biked from opposite ends and had a hand slap when we passed each other. • The car swerved and slammed at the light pole, it fell on a fire hydrant. Water started spurting everywhere while the electric wires crackled.

  31. The Lecture Part is Over

  32. BREAK • During the break you will be shown pictures, please preview pictures and think how to apply all 7 expansion strategies to the pictures. • Feel free to discuss with your friends, colleagues, or your group the different strategies you can apply to each picture. • After the break, we will have a fun activity to apply those concepts.

  33. A Fun Activity • There will be seven groups lined up and each person assigned a number. • A picture will be shown overhead, the first person in the line from each group will have opportunity to look at the picture then select one expansion strategy and sign it to apply to the picture. • However, the next person to sign will need to choose another strategy if that strategy is already taken and so on for the person in the next group.

  34. “Mass of Office Workers”

  35. Beach Volleyball

  36. Fantasy

  37. The African Sahara

  38. Skateboarder

  39. Animation/ Ribbon Dancer

  40. The Great Wall of China

  41. “It’s a Dog’s Life!”

  42. Landlocked Lake

  43. Party goers on New Year’s Eve

  44. Prayer

  45. Fini Contact Information: Brenda Aron: Baron@sccd.ctc.edu

More Related