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[LTA intro music]

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LiveTextAccess.

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Training for real-time
intralingual subtitlers.

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This is Unit 1.
Understanding accessibility.

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Element 3. Embedding accessibility
in working environments.

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This video lecture assumes
that real-time subtitlers are co-creators

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of accessible working environments.

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For this reason, we describe
the profile holistically.

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This means beyond mere linguistic skills

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or skills related to a single technique,

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be it respeaking or velotyping.

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My name is Rocío Bernabé

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from the Internationale Hochschule
SDI München in Germany.

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I have prepared this video lecture

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in collaboration with the European
Federation of Hard of Hearing,

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in short, EFHOH.

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On completion of the training sequence,
you will be able to explain the role

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and competences of real-time subtitlers

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as mediators 
in real-time communication.

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Let's take a look at the agenda.

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First, we will look into the task itself.

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We will answer the question:

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What do real-time subtitlers do?

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Then, we will discuss the single
competence areas related to the profile.

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To do so,

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we will use data obtained
in an online survey

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conducted within the framework
of the LTA project

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and from the research in the field.

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We will end the video lecture
with a summary.

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What is real-time subtitling?

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Is it translating, interpreting,
mediating?

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...All of it?

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The role of real-time subtitlers

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in the creation of accessible
working environments

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is to produce meaning for those
who cannot access a message

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in the original form.

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In our case, the barrier is a lack
of access to the audio mode.

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The linguistic scholar and educational
expert Bessi Dendrinos (2014: 143)

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uses the term "mediation agent"

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to describe the party
that takes over the task

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of making meaning accessible.

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The concept of "mediation"
has also been studied

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in translation for both intralingual
and interlingual communication.

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For example,
Pym (2018) distinguishes between

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"translation" as written mediation
and "interpreting" as spoken mediation

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in situations that involve
more than one language.

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Katan (2013: 84) also refers
to interlingual mediation

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but he also describes mediation
as an intervention to support

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vulnerable cultural groups
to ensure their rights.

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All these approaches point
at the presence

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of a "third party"
in the communication situation.

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In our case, this third party is often
a person, a real-time subtitler.

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However, this third party could also be
a translation machine

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or even combinations of both,

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i.e., a human and a machine
taking over the mediation role.

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An example would be,

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for instance,
at an international conference

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in which subtitles are presented
in different languages.

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To do this, the intralingual subtitles
created by a real-time subtitler

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may be sent to an automatic
translation engine,

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for instance, Google,

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which translates the subtitles
into different languages

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that are then displayed on separate
screens at the conference.

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Lastly, the Common European
Framework of Reference for Languages

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defines "mediation"

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in the same way and includes
translation, interpretation,

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a paraphrase, summary or record,
as possible realisation strategies.

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Now that we have
a definition of the task,

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the question is:
what competences and skills

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do prospective professionals
need to develop
 

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and acquire to fulfil
this mediation task?

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To study this question,
we conducted an online survey

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within the framework
of the LTA project.

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The answers suggest
a series of skills and competences

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that are linked to the profile.

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A total of 121 persons participated
in the survey.

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The geographical
distribution was wide

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with participants from Europe,
the USA, and Asia-Pacific.

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Participants' profiles covered
a wide spectrum

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of relevant stakeholders in the field,

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which included professionals,

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who accounted for a 64%,

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end-users (24%),

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service providers
which accounted for a 14%,

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and trainers and prospective
students (with 11% each).

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The collected data shows

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that real-time subtitling is
a multi-faceted process

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requiring skills
beyond mere linguistic ones.

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These findings agree with those
by scholars such as Katan (2009),

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who uses the term “levels”

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to describe the different
competence areas of the profile.

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Real-time intralingual subtitlers use
their linguistic knowledge

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and language awareness to produce
the text in the target language.

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They re-create meaning using
linguistic structures

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while respecting grammar
and mechanics,

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and ensuring the accuracy
of the message.

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To mediate across cultures,

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real-time subtitlers need
background knowledge

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about accessibility,

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specific users’ needs
and working contexts.

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This knowledge enables them

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to choose the right strategy
to convey a particular meaning,

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for instance, by either implementing
verbatim or sensatim subtitles.

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Lastly, real-time subtitlers depend 
on their tools

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and need to effectively master them,

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be this a speech-recognition software
or a keyboard, such as Velotype.

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The survey also brought into light
other competence areas

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less studied and trained:

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managerial, interpersonal,
and personal skills.

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Many real-time subtitlers work
as freelancers.

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The data provided in the survey showed
that 72.5% of the participants

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in the survey work as freelancers.

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As such, they are entrepreneurs

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who should also have basic organisational,
accounting and interpersonal skills

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to both acquire new clients
and interact with customers.

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Lastly, personal skills.

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These skills refer to the ability

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to be resilient in stressful situations,

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to concentrate and stay focused,

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and, above all, to stay healthy.

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Summary.

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To recap, we can say that real-time
subtitlers are co-creators

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of accessibility.

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To fulfil their role as mediation agents

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they need to develop and acquire
both transversal skills

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and skills related
to a specific technique,

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be it respeaking or typing,
in our case; velotyping.

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The LTA curriculum suggests
grouping this set of skills

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into the following competence areas:

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The general ones are:

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Understanding accessibility
and target users;  

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Linguistic competence,
IT competence,

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Entrepreneurship
and Service competence.

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The technical ones are:
Respeaking or Velotyping competences.

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If you want to know more,

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please visit our webpage:

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www.LTAproject.eu

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Exercises.
 

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The exercises for this video lecture are
in the Trainer’s Guide

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and the PowerPoint file.

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[LTA outro music]

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LTA - LiveTextAccess.

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Universitat Autònoma de Barcelona.

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SDI - Internationale Hochschule.

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Scuola Superiore
per Mediatori Linguistici.

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ZDFDigital.

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The European Federation
of Hard of Hearing People - EFHOH.

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VELOTYPE.

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SUB-TI ACCESS.

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European Certification
and Qualification Association - ECQA.

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Co-funded by the Erasmus+ Programme
of the European Union.

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Erasmus+ Project:

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2018-1-DE01-KA203-004218.

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The information and views
set on this presentation

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are those of the authors

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and do not necessarily reflect
the official opinion

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of the European Union.

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Neither the European Union
institutions and bodies

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nor any person acting
on their behalf

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may be held responsible
for the use

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which may be made
of the information contained here.