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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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In this video lecture,
we show the second part

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of an interview with Mohammed Shakrah,

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a real-time intralingual subtitler
from Sweden.

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He will talk about the role of real-time
subtitles in the educational setting.

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My name is Piero Cavallo

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from the Internationale Hochschule
SDI München, in Germany.

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I have prepared this video lecture
in collaboration with Rocío Bernabé Caro,

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also from SDI München,

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and the European Federation
of Hard of Hearing, in short, EFHOH.

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On completion of the training sequence,

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you will be able to advise customers
about how to best set up

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an accessible real-time
working environment

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for persons with hearing loss

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in the trained working contexts
and settings.

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To achieve that,

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we will show testimonials
and interviews of professionals.

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The agenda is very short.

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First, I am going to introduce
our invited speaker, Mohammed Shakrah.

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Then, I will illustrate
the topics of the interview.

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Finally, we will end the video lecture
with a summary.

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Please note, that this is
the second part of the interview.

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First of all, let me introduce you
Mohammed Shakrah.

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Mohammed Shakrah is from Sweden.

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He has medium long, brown hair
and a beard.

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He has been working
as a real-time subtitler for 15 years.

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He is the founder
of Svensk Skrivtolkning,

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a company which provides real-time
subtitles services across Sweden

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since 2013.

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Let me give you some information

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before watching
the second part of the video.

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In the second part of the interview,

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Mohammed talks about the differences
between working on-site

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and online, remotely from home.

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Then, Mohammed talks about
the relationship

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between the real-time subtitler

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and the students for whom
you provide the service

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and those for whom you don’t.

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Finally, Mohammed gives
his suggestions to future professionals

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who want to work in this field.

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OK, let’s watch the video now!

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[Piero] And you were talking about
the differences in terms of equipment

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between online and on-site.

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Are there any other differences
between the two settings?

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[Mohammed] Yeah, I'd say there are two
different situations when you are not

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in the same room.

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One is when everyone
is participating remotely.

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For example, during Corona.

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Everyone is at home,
in front of their own screen,

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with their own microphone.

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That’s one situation
which is pretty easy to handle

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because you don’t need more than
your own software

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and like a meeting software
such as Zoom, for example.

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And then the only thing you have
to make sure is that the teacher has,

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you know, like a headset
or a good microphone,

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so that you can hear
what they are saying clearly.

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You can’t usually ask that
from the students,

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the other students.

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But at least for the teacher,
we always try to make sure

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that they have a good microphone.

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But the other setting where, you know--

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For example,

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we interpret...

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for students at schools
in remote parts of Sweden.

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And to be able to handle that situation,
obviously, we work remotely,

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but they're all in the same classroom.

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Then, what we usually do is
either ask the school to...

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themselves get (or we provide)

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a phone with a Bluetooth microphone,

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that the teacher can hang on a cuff

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or something.

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And also,

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remind them to just repeat questions.

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Because we only have
one microphone on the teacher.

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And we can't hear
what the rest of the class is saying.

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Instead of having them
pass around this microphone

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every time someone wants to speak,

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we ask the teacher to first reply
with the name of the person asking,

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“Yes, Maria,
you were asking me if…blah blah blah?”

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So that we can actually catch

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the interaction between the teacher
and the students.

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The reason we go for, like,
cordless, Bluetooth microphone

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is because if you ask the teacher,

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"We are going to call your phone,
just put it on the table."

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which we did at first,

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because we thought that we didn’t want
to ask for too much from a teacher,

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we noticed that some teachers,
especially those in the sciences,

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they tend to walk off across the room,

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around the room talking
and they forget the phone there.

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But if they had the phone on them
with the microphone,

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they can wander away, walk around,

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as much as they want, we are
always going to catch what they say.

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I'd say don’t be afraid to ask
what you need.

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And usually,

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we're not used to requiring or asking

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from any of the parties,
for everything that we need.

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I think in this context,

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working within education,
it's actually crucial

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that you be the authority
on what you do,

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but also, obviously, try to be inclusive
with the teachers.

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And try to establish a relationship
built on respect and trust,

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rather than just authority.

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Because they want to help you.
They want you to succeed

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because they want
their students to succeed

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in their education.

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-[Piero] Yeah, of course.
-[Mohammed] That's what I like.

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[Mohammed] That’s what I really like
about working in this field.

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You get to actually work with people,
not just for people.

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[Piero] Yes, of course.
And what would you say are the...

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the pros of working remotely?

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[Mohammed] I’d say the pros
with working remotely is,

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for one, the technical setup.

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The technical and the ergonomic setup.
You get a really, really good setup.

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You can talk to your colleague,
if you are two working together

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on a separate line.

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Sometimes, obviously...

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if you are working on-site,
you have to whisper to each other

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or write on paper,
so you can talk freely

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without anyone actually noticing you.

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That makes cooperation a lot easier.

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But also the fact that

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you don’t have to travel around a lot
from one place to another,

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so you can be more efficient with work

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Interpreting is what most of us
really want to do the most of our time.

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For us it actually raises the amount
of fund that we get to have on the job,

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rather than spending hours

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in a car or on a train
from one place to another.

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And last but not least I’d say that

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working remotely also makes it
a lot easier with planning.

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And you can obviously
sit home in shorts.

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And drink coffee,

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take pauses without anyone noticing.

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You get the working environment
that you want rather than...

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having to rely on...

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the places that you go to to work.
To have whatever you want.

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[Piero] And what about
the relation between you

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and the student or the students
you are interpreting for,

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and also the relation between you
and the other students

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and the relation between
the students themselves?

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[Mohammed] We've discussed
this thing a lot,

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me and my colleagues.

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I think most of my colleagues
are about my age,

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a little bit post-university age.

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We kind of, at least visually,
blend in pretty well

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with the rest of the crowd
or the teachers.

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That helps a lot.

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I think it’s always tricky
to try to establish

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any type of relationship with people

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that’s other than
the professional relationship,

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because you don’t want to be liked
or disliked by any of the students.

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I think that's the most important thing
to keep in mind.

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You're there to do a job.
You can answer questions, you can...

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say what you kind of need to get
the situation working

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from an interpreting
point of view, but...

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going further than that, I think
it easily becomes a slippery slope.

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So I'd say the main relation

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or relationship you should try to focus
on strengthening is with the teacher.

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And also you don’t want classmates

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to have any opinion
about you being there

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or not being there because

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that's also going to affect the
environment around the student

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and the interpreting, in a way,
because...

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other subjects might come up
that wouldn't have come up

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if you weren’t there

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or were there,

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however you like to see it.

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You don’t want to be an influence
or have an influence on the room.

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You just want to make sure that it works
from an interpreting point of view.

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[Piero] And about the relation
between you and the other students

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in the classroom?

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[Mohammed] There are two ways to go
about it, I’d say, you know.

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One is where you tell the teacher
what your job is about

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and you had them introduce
what you are going to be there doing,

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so that the students hear it
from the teacher

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rather than you having to tell every
other student what is about, because...

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I think either the student him
or herself should be the one

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handling or being responsible
for the situation.

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I mean, telling people
why you are there,

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what they themselves need,

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or the teacher,

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so you don’t...

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overstep

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in, maybe, saying things that the teacher
is not comfortable with you saying

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or the student is not comfortable
with you saying.

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Say for example, I've had the question,

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“Can we have
this transcript afterwards?"

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"Why is she getting it?
Can we have it too?"

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And rather than you saying,

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“No I’m sorry, it’s just for her.”

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you can have the teacher say it
and then you haven’t really...

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been the one to disappoint.

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I usually try to...

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make sure that the relationship

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between me and other students
is establish before I even get there

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by the teacher of by the students.

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But obviously this depends on how...

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how low you go in terms of age.

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Because, if you are interpreting
for someone in, I don’t know,

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second grade, third grade, then obviously
you are going to have to interact more

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and reply to questions,

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and be more of a responsible adult,

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at the same time
as you are an interpreter.

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But the higher you go,
I think, the more...

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professional you have to be.

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[Piero] Maybe to wrap up a little bit

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will you give some suggestions
to future professionals

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who want to work in this field?

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And in particular who want to...

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to be involved
in the educational setting.

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What are your suggestions?

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[Mohammed] I’d say that, you know,
students are going to be different.

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Some students will read and study a lot,

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some students will sleep
through all their classes,

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some students won’t even show up
or give your notice.

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Students are students,
no matter what age.

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It’s important to...

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to do what you can,

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in order to make sure
that you’ve done what you could.

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Whatever happens after that,
it’s up to the student,

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or up to the classmates,
or whatever.

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I think really do your utmost
in terms of planning,

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and the rest will pretty much...

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reveals itself
or go the way it would have,

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if...

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conditions were equal on students.

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Your role is to...

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make conditions
or create the conditions

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for equal access.

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But whether the person
you are working with actually...

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makes use of this access service
or not is not on you.

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And working over time
with the same person

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tends to try to pull you in
to relationships,

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because you are a support or a--

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an aid in one way.

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And try to really put the boundaries

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or make the boundaries clear
from the beginning

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and stick to those boundaries,
because you never know

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what’s going to happen
further down the line.

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But if you’ve made the boundaries clear
from the start, then,

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hopefully you won’t end up in situations
that are going to be...

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tough to get out of, later.

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I think those...

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those are my advices.

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Also it's really, really fun. I mean.

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I forget to say.

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I've worked within educational
interpreting for 15 years.

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Seeing someone actually understand things
for the first time,

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asking questions
that you thought are brilliant,

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or hearing a lecture, seeing a lecture
that is really inspiring,

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learning new stuff,

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it’s really great.

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I think it’s challenging, it’s rewarding,
and it’s extremely fun.

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I couldn’t imagine doing
anything else than this.

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This is fantastic in so many ways.

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[Piero] Wow. Nice words.

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Do you have any last remarks
you want to point out?

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[Mohammed] Yes, one thing is just,
I think:

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if you're going to work as an interpreter
within an education setting

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try to get in from the start.

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I mean, it’s difficult to jump in
in the middle of a semester, for example.

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Or just for a lesson, or two lessons.

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The longer you’ve been with the same
student or with the same course,

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the better you are going to feel
with your efforts.

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Don’t feel bad the first
or the second lesson.

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You build your competence
within the subject

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or understanding the teacher's
way of speaking over time.

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Give yourself a couple of lessons
before you judge yourself too harshly.

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I think that’s it.

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[Piero] Many many thanks
for all your nice suggestions.

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I’m pretty sure that trainees
will really enjoy this interview.

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The summary.

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To briefly sum up, we can say that,
when working remotely,

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it is essential to have good acoustics,
especially from the teacher.

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The advantage of working from home

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is that you can choose the equipment
that you are most comfortable with.

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Then, we have seen
that it is important to build

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a mutual relationship
of trust and respect,

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both with the teachers
and with the students.

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Finally, we have learned

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that it takes time
to build competences within a subject.

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So, take your time to learn and grow.

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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 of part 2.

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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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00:18:45,698 --> 00:18:49,190
Scuola Superiore
per Mediatori Linguistici.

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2DFDigital.

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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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00:19:18,503 --> 00:19:30,291
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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00:19:37,304 --> 00:19:40,807
and do not necessarily reflect
the official opinion

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00:19:41,108 --> 00:19:42,448
of the European Union.

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00:19:43,557 --> 00:19:47,237
Neither the European Union
institutions and bodies

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00:19:47,714 --> 00:19:50,393
nor any person acting on their behalf

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00:19:50,956 --> 00:19:53,628
may be held responsible for the use

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00:19:54,000 --> 00:19:57,352
which may be made
of the information contained here.