Contextualizing in ASL
Contextualizing 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 contextualization, and it is this process, which makes ASL visually dynamic and interesting. Additionally, since native users of ASL typically share such a common experience and world view, the level of detail is often what makes a story, discussion, or lecture different or unique.
The following are eleven (11) strategies that have been identified as part of the contextualization process.
1. Topic Elaboration: This strategy involves the use of adjectival information to more specifically elaborate a subject or certain aspect of a subject. This is a common strategy for detailing a specific noun.
2. Comparing: The use of examples which are similar to the topic being discussed as a way of illustrating the subject or providing additional context for the subject. Comparisons are typically marked by the phrase, “almost-same-as”, “same-idea”,“looks-like”. The ideas compared can also be conveyed “side-by-side”
Ex: dog breed: pug v. Pekingese; lilac v. crepe myrtle;
FENCE SHARP BARBED WIRE, YOU KNOW, LIKE FENCE FOR PRISON
3. Contrasting: The use of examples which are opposite or different than the subject being discussed as a way of specifying something specific or for emphasis. Contrasts are often marked with a negative form; “not”, “no”, “can’t”. Additionally, contrasting ideas are represented “side-by-side”.
Ex: Debit card, NOT credit card, “TEACHER SO-COOL, NOT LIKE SOME TEACHERS TEND LECTURE+++, BORING.
4. Reiteration: repeating certain details or aspects of a subject for emphasis, stress or to heighten the value of the subject. This is often a “flag” for culturally–laden or emotional information.
Ex: NEVER FORGET, SNOWMOBILE EXPERIENCE, WOW, NEVER FORGET.
5. Listing: The listing of nouns, events, behaviors or other categories to provide a broader context for a particular subject. The number of items listed will be two-four and is influenced by how common or familiar the topic is. The list can be general or specific. Specific lists are marked at the beginning and at the end of the list. Listing is a common strategy used to establish noun categories.
Ex: Categories i.e., weapons: knife, spear, gun, bow and arrow etc.
6. Shifting Perspective: Utilizes shifts from a “close-up” to a “long-shot” of events, behaviors, activities, or interactions as a way to create higher levels of detail and more visually-dynamic messages. This process can also use role-taking as a way to shift perspective.
Ex: a bird sitting on a fence then flying out or a diver on a high dive.
7. Describing: The process of describing numerous and specific details or
events which elaborate a subject and provide an “in the moment” accounting of
what will or has transpired. This strategy is typically used to describe an
unfamiliar event or setting.
Ex: a western town in the 1900’s; being stopped by a police car and “you thinking out loud” while waiting for cop to get to your car.
8. Exemplifying: The use of examples, which are drawn from a common reference point, which illustrate a subject or point. Typically, these examples are marked with the phrase, “you know”, and are used to elaborate a specific meaning of some topic.
Ex: IF POLICE ARREST YOU, YOU KNOW, YOU HAVE RIGHTS, YOU KNOW LIKE THEY MUST PROVIDE INTERPRETER, TELL YOU & MAKE SURE YOU UNDERSTAND WHAT MEAN “MIRANDA WARNING”, IF YOU TELL YOU’RE DEAF, MUST HANDCUFF IN FRONT NOT BACK, YOU KNOW THAT? “
9. Labeling: The use of labels, frequently fingerspelled words, which are spatialized on an object or person to create a unique or specific reference.
Ex: F-O-O-D-on-the-head; T-shirt, “H-D”; or picture of two lovers on a romance novel.
10. Reflecting: The process of referencing a past event or experience as a way to elaborate or expand on a specific subject. These references are typically marked with an eye-gaze to the side and upward from the narrative stance.
Ex: REMEMBER LONG-AGO COKE MACHINE 10 CENTS (only), PUT-IN-COIN-IN-SLOT, CL: S for open GLASS DOOR CL: U for narrow, CL: S for pull-out-top-of-bottle. NOW, POP MACHINE WHAT (rh-q), PUT-IN-COINS++ 75, $1.50 CL: index for press-button, MACHINE CL: C (2h) for conveyor tray move-up, POP CL: index for move-down-then-fall-down-onto-conveyor-tray, CL: C (2h) for conveyor-tray-move-down-then-to-right, POP CL: index for moving and popping out of machine. Wow.
Or: LAST WEEK, WENT FLA FOR VACATION. I REMEMBER ME FINISH TOUCH FLA BEFORE, BEACH SAND WHITE-VERY, NOW, ME NOTICE SAND MORE BROWN-YELLOW. ME WONDER IF HURRICANE CAUSE?
11. Detailing: The use of numerous adjectives and classifiers to detail the appearance of a person, place or thing, which also incorporates the shifting of perspectives. This process creates multiple layers of detail and is a common strategy used in storytelling.
Ex: ONE TIME I SAW WATER+CL: bend L (2h) for pond, GEESE CL: bent 5 (2h) for very-many CL: closed 5 (2h) palm in for flippers swimming CL: bent O (2h) bills moving around. ON LAND FEW GEESE CL: closed O for groom their feathers. SOME GEESE point at random+++ DUCK-HEAD-IN-WATER FOR FISH. Pond CL: flat 5 palm down (2h) for smooth surface. Point to side, WOODS, DOG CL: bent V (2h) for dog running. WATER+EDGE DOG BARK-AT GEESE. SUDDENLY GEESE ALL FLY CL: open 5 (2h) fly up in air enmasse.. WATER+CL: bend L (2h) for pond , CL: bent L (2h) for ripple beginning at center out. DOG point LOOK-AT POND, LOOK-UP-AT BIRDS FLYING-AWAY-IN-V-FORMATION. DOG point CL: index and pinky up for dog ears and nose look PUZZLED then CL: bent V (2h) for trot away.
Practice Sheet:
1. Topic Elaboration: (to expand on a noun as there is no specific sign for it.)
a. monastery
b. botanical gardens
c. panorama
d. gorge
e. scruples
2. Comparing: (same as, look like, same idea etc)
a. terrace
b. lorry
c. nutella
d. pediatrician
e. hosiery
f. Otolaryngology
g. terra firma
3. Contrasting: (opposite or different from a subject)
a. hostel vs. hotel
b. college vs. university
c. ice hockey and ringuette
d. pickle ball vs. ping pong
e. townhouse vs. condo
4. Reiteration: (repeating certain details or aspects of a subject)
a. not large but humongous, really humongous.
b. bright blue, not just blue but very, very bright blue
c. really swanky, not just fancy but wow, very fancy
d. unbelievable, really, I am still obsessing about it. It was unbelievable
e. TRUE BUSINESS, REALLY, IT WAS TRUE! TRUE BUSINESS.
5. Listing:
a. Large cities in Israel: Tel Aviv, Haifa and Jerusalem
b. 7 food groups that is important for survival during wartime: barley,
wheat, grapes, olives, pomegranate, figs and dates.
c. Israel places high importance to the following in order:
history, water, education, art and the military
d. Development of interpreting skills begins with improvement and mastery of English skills, cognitive process development, translating from English, consecutive interpreting and then simultaneous interpreting.
e. I have two loves: skiing both downhill and cross country and reading mostly
mysteries and history and sometimes I like to read romance novels.
6. Shifting Perspective: Utilizes shifts from a “close-up” to a “long-shot” of events:
a. a bird sitting on a tree then flying away from the tree.
b. seeing Mt. Rainer from a distance then getting closer and driving up it’s highways until you are so close to the tip of the peak where you can see the crags clearly.
c. seeing the tip of someone’s nose then the eyes then the mouth then the face
d. walking on NYC streets during traffic hours to the Empire State building, getting on the elevator to the top floor, viewing the city from the roof and then looking down at the street scene.
e. standing then getting down on your knees then on your stomach to observe an army of ants moving from one end of the pavement to another.
7. Describing: explaining or elaborating usually for an unusual event or setting and often “in the moment”.
a. a New Orleans funeral
b. getting on a camel and riding it
c. how to surf (or something like that)
d. an ethnic wedding
e. distance learning course
8. Exemplifying: The use of examples, which are drawn from a common reference point, which illustrate a subject or point.
a. the difference between hard and soft ice cream
b. why do interpreters wear dark clothing
c. why are English skills and memory retention important for interpreting skills
d. the difference between fluorescent and halogen lighting
9. Labeling: The use of labels, frequently fingerspelled words, which are spatialized on an object or person to create a unique or specific reference.
a. SPORTS on the head
b. POISON on a bottle
c. HERO on a person’s chest
d. MUSCLE on a person’s arm
10. Reflecting: The process of referencing a past event or experience as a way to elaborate or expand on a specific subject.
a. Riding a tricycle
b. Using a rotary phone
11. Detailing:
The monster has a very long beaked nose with visible nose hairs sticking out of it, its eyes bloodshot, small and beady, there were long scraggly hairs on the chin. There was only a slash for lips with long, greenish yellow and pointed teeth. It was really scary looking. The monster wore pants that look too small on him, the hem stopped at his calves and a too small striped top with a large tear on the front. The monster lurched at me on leaden boots, his arms outstretched as if he was trying to choke me. Suddenly I heard an alarm clock and I woke up. Whew, it was only a bad dream. I will never eat 4 slices of pepperoni pizza right before bed ever again.