General Interpreting Skill Development:
Improving Use of Topic Shifts
This guide enhances general interpreting skills by providing a structure to recognize and practice behaviors used in shifting topics within a narrative. Resources that include ASL and English narratives are provided below.
Exercises
Sequence of Topic Shifts
View an ASL text to determine where topic shifts/markers occur and create a list of
all the behaviors that were used by the speaker to convey a shift in topic (examples:
head nods, hands down, RHQ form, specific discourse marker like Now, Next, the third
thing, etc.). Create an outline or map of the text that reflects the logical sequence
of topics - indicates the main ideas and clusters the supporting details with the
corresponding main idea. Watch the text again, specifically stopping to label each
of the topic markers. Then go through the text again, and shadow each of the markers
used by the signer. Then re-tell the story yourself, placing all the topic markers
in the appropriate location. Use as many different types of topic markers as are appropriate
to the text. If possible, videotape yourself and analyze the effectiveness of your
re-telling in relationship to the original text. Then, voice interpret the text generating
spoken English equivalents for each of the topic markers which occur. Tape yourself
interpreting the text into spoken English and evaluate your effectiveness. This same
exercise can be adjusted to begin with an English text and eventually interpret the
text into ASL.
Function of Topic Shifts
Isolate all of the topic markers and/or cohesion markers in a text. Identify the function
of each marker (ex: to begin a new thought, to contrast two ideas, to create a prepositional
phrase, etc.) and then go through the text and interpret ONLY these markers. Then
interpret the text again, integrating all the message along with the topic and cohesion
markers. This can be done with both English and ASL texts. The goal of the process
is to first heighten your recognition of cohesion-creating behaviors in ASL and English.
Then, it allows you to focus on interpreting the behaviors in isolation and then in
context. Repeat these steps as many times as necessary and with as many texts as
necessary until you feel you are clearly and effectively establishing all the topic
shifts and cohesion markers.
Silent Movie
Try using spoken English to interpret a silent movie. Your public library will have
a small collection of silent movies that have been put on videotape. You should interpret
the movie as if you were interpreting for someone who is blind and unable to see any
of the action. Focus on being clear and specific about shifts in scenes, who is doing
what, the location of things, the context in which events are taking place. This exercise
can be redone several times until you are comfortable that you are adequately conveying
the information in a clear and cohesive manner.
Books for the Blind
Try the same exercise as above by using tapes for the blind from your public library.
This time, interpret the information into ASL, trying to be clear and cohesive as
you indicate shifts in topics, events, etc.
Resources
NOTE: These resources were last updated March 2021.
A PDF version of this guide is available - General Interpreting Skill Development: Improving Use of Topic Shifts
Grant Recognition
The contents of the Project CLIMB website was developed under a grant (#H160D160001) from the Department of Education. The contents do not necessarily represent the policy of the Department of Education. Do not assume endorsement by the Federal government.
As of December 31, 2021, this grant project is no longer active or soliciting applications.
This website will remain available as a resource.
The (NCRTM) website is a central portal for accessing archived and new rehabilitation training resources offering search capabilities, a quality rating system, as well as enhanced usability and accessibility.
![North of the Norm](/_resources/images/core/branding/NorthofNorm_text_footer_white.png")
