Emerging competences for the emerging profession: a course design procedure for training audio describers

Chmiel, Agnieszka; Mazur, Iwona; Vercauteren, Gert

doi:10.1080/1750399x.2019.1656408

Cited by 9 publications

(8 citation statements)

References 15 publications

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“…The three judges who evaluated the students’ performances included the two authors of this article, who are interpreter trainers and a visually impaired member of the project. Previous studies have pointed out that cooperation between people who are sighted and people who are visually impaired in audio description teaching is common and should be encouraged (audio descriptionLAB PRO, 2017; Chmiel et al, 2019). The evaluation by people who are visually impaired contributes to the comprehensiveness of assessment and helps students better understand audio description quality from the user’s perspective.…”

Section: Classroom Activitiesmentioning

confidence: 99%

Introducing Audio Describer Training in University Interpreting Classes

Yan

Luo

2022

Journal of Visual Impairment & Blindness

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Audio description (AD), the rendering of images into words, helps people who are visually impaired to access audiovisual products. Being able to access media is a basic human right. The United Nations Convention on the Rights of Persons with Disabilities clearly states that people with disabilities should have “access to television programs, films, theater, and other cultural activities, in accessible formats” (United Nations, 2006). Recent developments in technology, for example, text-to-speech synthesizers, have enabled audio description to include more languages (see Tor-Carroggio, 2020). Training is important to ensure the quality of audio describers. Offering audio description training in universities can provide students an opportunity to get early exposure to this field and increase their understanding of the issues about accessibility. This report presents an audio description training module conducted in a university interpreting program in Hong Kong. Based on the commonalities between audio description and interpreting in quality assessment, a set of criteria was proposed and applied to the assessment of the students’ audio description performance. A visually impaired colleague was invited to participate in the evaluation, and her timely feedback for the student was provided from the user’s perspective. A post-class survey was conducted after the training program. The survey results suggested that students were highly motivated to learn audio description in interpreting classes. In reflecting on the skills cultivated during the training process, students acknowledged the value of audio description training for learning interpreting. The implementation of audio description training in interpreting programs has proved to be feasible and highly regarded by the students. The present study hopes to shed some light on the feasibility of offering audio description training in universities in general and interpreting classes in particular. It is expected this practice can significantly enrich and broaden the scope of education, audio description and development.

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Section: Classroom Activitiesmentioning

confidence: 99%

Introducing Audio Describer Training in University Interpreting Classes

Yan

Luo

2022

Journal of Visual Impairment & Blindness

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“…As AD matures as a discipline, new methodological approaches to its training are being proposed. One such proposal has been put forward by Chmiel, Mazur, and Vercauteren (2019), who describe a course design for training audio describers. The procedure draws upon situated and contextualized learning models (Kiraly, 2000(Kiraly, , 2005 and is based on the taxonomy of Bloom, Engelhart, Furst, Hill, and Krathwohl (1956), as revised by Krathwohl (2002), and linked to the already mentioned types of learning proposed by Laurillard (2012).…”

Section: Curriculum Design and Methodological Approachesmentioning

confidence: 99%

Media accessibility training

Mazur

Vercauteren

2020

LANS-TTS

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With the emergence of media accessibility services such as audio description and (live) subtitles for the deaf and the hard of hearing the need has arisen to train prospective professionals in those areas. In this article, which opens the volume devoted to media accessibility training, we first define the field of study and then review some European projects that deal with the topic. Next, we discuss the current landscape of media accessibility training, including the required skills and competences, curriculum design, methodological approaches, training materials and assessment. An overview of the 12 contributions that have been included in the volume follows, together with an exploration of how they advance the state of the art. Finally, we end with a note on what still remains to be done in the realm of media accessibility training.

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“…One of the early works that paid attention to ADT in translation education programmes was Peralta et al (2009), who found a number of commonalities in the knowledge and skills required for AD and translation, such as the ability to make decisions about transferring the message and the use of communicative resources. Based on Kiraly's (2000) social constructivist approach to translator education and drawing on studies on translator and interpreter training, Chmiel et al (2019) found a shortage of research on learner-centred training in the ADT literature and encouraged AD trainers to support autonomous learning and learner-centred situated learning in their curriculum design. The research of Chmiel et al (2019) is seminal in recognising the need for AD trainers to learn from studies on translator and interpreter training and in acknowledging the importance of emphasising the role of learners in curriculum design.…”

Section: Studies On Adt In An Academic Contextmentioning

confidence: 99%

Assessment criteria in audio describer training: An investigation of learner perceptions in a university interpreting programme in Hong Kong of China

Yan,

Luo

2023

Interpreting and Society

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Audio description (AD), which renders images into words, is an important subject in the field of translation studies. Audio describer training (ADT) is provided in university translation programmes. However, research on AD pedagogy remains limited, and there are even fewer studies on AD learners. Based on the commonalities between AD and interpreting, especially in terms of quality assessment criteria, this study explored students’ perceptions of ADT and interpreter training in a postgraduate programme in Hong Kong of China. An Audio Description Rating Scale (ADRS) was designed to collect students’ perceptions of ADT, with a focus on quality assessment criteria. Thirty-six students participated in the study. The results show that three particular criteria of AD were identified as the most difficult to achieve: “no unjustified addition,” “appropriate language styles,” and “synchronisation with images.” Furthermore, significant correlations were found between students’ perceptions of certain AD and interpreting criteria, and between interpreting proficiency and AD learning. Individual differences were also recognised in AD learners. The findings shed light on the interactions between the learning of AD and interpreting. The study is expected to inspire trainers to develop more diverse and refined integrations of ADT into existing translation programmes.

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Emerging competences for the emerging profession: a course design procedure for training audio describers

Cited by 9 publications

References 15 publications

Introducing Audio Describer Training in University Interpreting Classes

Introducing Audio Describer Training in University Interpreting Classes

Media accessibility training

Assessment criteria in audio describer training: An investigation of learner perceptions in a university interpreting programme in Hong Kong of China

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