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[EASIT intro music]

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EASIT. Easy Access
for Social Inclusion Training.

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This is Unit 3A.
Easy to Understand and subtitling.

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Element 1, processes.

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Sample 4, other video:

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creation of easy-to-understand subtitles
for the opera;

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Spanish subtitles.

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My name is Rocío Bernabé Caro

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from the Internationale Hochschule
SDI München, in Germany.

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I have created this video lecture
in collaboration with Piero Cavallo.

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Please do not stop the video
at the end of my explanation,

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because the video sample

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with the subtitles
will be shown right after.

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This video presents a case study
that concerned the creation

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of easy-to-understand
interlingual subtitles

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for opera for a virtual reality context.

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The original piece,
Roméo and Juliette, was played

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at the Gran Teatre del Liceu
in Barcelona, in Spain.

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Our sample is about 4 minutes long.

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The original is in French

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and the subtitles are
in simplified Spanish.

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We thank Mario Montagud
and Sergio Fernández

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for granted us access to the video,

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which is also accessible in Zenedo.

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The DOI is:

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10.5281/zenodo.3909280

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You can find an article about the project
on virtual reality and accessibility

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in the reading list of this unit.

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We created the subtitles
following the Easy-to-Read guidelines,

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Information for All,

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published by Inclusion Europe

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and added colours
for identifying speakers.

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We used the colours
according to the prioritisation

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provided in the Spanish standard
UNE 153010:2012.

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That is, in this order, yellow, green,
cyan, magenta, and white.

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The subtitles are not surtitles.

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This means that they do not appear
above the stage

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but in the standard
lower-bottom position.

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We chose this position
because the video clip was shown

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and tested in a digital format
and not live at the theatre.

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Surtitles in opera often cater
for the needs of hearing audiences.

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In this case study, however, we assumed

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that simplified subtitles
could also facilitate access to opera

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for other parts of the population.

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For instance, for people who do not have
the necessary language skills

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and for those who might have
cognitive difficulties.

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The latter can be persons
with intellectual disabilities,

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learning or reading difficulties,

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or persons who might have experienced
some type of cognitive loss

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upon ageing as described
by Murman (2015).

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The aim of the case study was to explore

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the reception of easy-to-read subtitles
and users' preferences

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between two subtitling options:

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subtitles for the Deaf
and Hard of Hearing, in short SDH,

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and Easy-to-Read subtitles,
in short E2R.

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Altogether the subtitles were tested
by four validation groups

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of persons with reading
and learning difficulties

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as well as one group
of 8 participants aged 50 to 79.

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Participants from the groups

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with reading and learning difficulties
were organized by Plena Inclusión Madrid.

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The demographic distribution was
15 female and 7 male participants

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with ages ranging from 24-57 years
among female participants

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and 29-41 among male participants.

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The level of disability ranged
from 36-77%

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and 52-81%, respectively.

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As a reference,
you should know that in Spain

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a disability level between 50-75%
is considered very severe.

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The group of persons
aged 50 to 79 included

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5 female and 3 male participants.

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Participants did not have
a recognized intellectual disability.

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However, some reported
mild hearing or sight loss.

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The participants with reading
and learning difficulties described

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the following parameters
as key enhancers of understandability:

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large font-sizes
and simplified vocabulary,

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and longer display times on-screen.

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Conversely,

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some participants found it difficult
to understand the colours

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assigned to the characters.

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This might be because
the participants did not have

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a sensory disability

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and, therefore, are not used
to this SDH convention.

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Lastly, several participants reported
difficulties in resolving who is speaking.

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To solve this, participants suggested
using labels with names.

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This suggestion is very interesting

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because it is also the way
forward in SDH subtitling

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in cases where colours alone
are not enough to resolve ambiguity.

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Altogether, participants with reading
and learning difficulties found

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the easy-to-read version
more accessible

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than the SDH subtitles.

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The main hindering factor identified
by the participants was the vocabulary.

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Some examples of the expressions
and strategies used to simplify were:

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The use of more common
and concrete words,

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e.g., the verb "cantar",

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"singing", was used
instead of "arrullar",

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which is the sound
that pigeons make.

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And also because
this verb was used metaphorically

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in the original version

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or in the original translated version.

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Then less explicit expressions
were replaced by more explicit ones.

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For instance,
the euphemisms "¡Pardiez!",

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similar to "by gad!",

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or "¡tener una lengua ligera!",
similar to "to have a loose tongue"

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were changed.

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These two polite, old-fashioned,

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indirect expressions were replaced
by more explicit and common ones,

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i.e. "[…] No, no me gusta",
"I do not like it.",

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and "Señor, usted habla mucho.",
"Sir, you speak too much."

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Lastly, less common expressions,

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such as "ser en vano",
"to be in vain", were changed

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to more common ones.

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In this case: "no servir de nada",
"not to be useful."

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Most participants from the group aged
50 to 79 preferred the simplified version.

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They explained
that the E2R version was shorter

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and easier to read,

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which gave them more time
to focus on the visuals.

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Conversely, those participants
who preferred the SDH version argued

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that the language in the SDH language
was more specific and accurate

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as compared to the E2R ones.

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You can find two peer-reviewed articles

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about this topic
in the reading list of this Unit.

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The article "Validation
of Easy-to-read Subtitles" (Bernabé, 2020)

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also provides you with a complete list

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of the adapted expressions
and vocabulary.

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Let's watch the video now.

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This video lecture has been prepared
by Rocío Bernabé Caro and Piero Cavallo

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from the Internationale Hochschule
SDI München, in Germany.

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You can reach me at
rocio.bernabe@sdi-muenchen.de

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The project EASIT has received funding
from the European Commission

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under the Erasmus+ Strategic Partnerships
for Higher Education programme,

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grant agreement

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2018-1-ES01-KA203-05275.

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The European Commission support
for the production of this publication

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does not constitute
an endorsement of the contents,

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which reflect the views
only of the authors,

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and the Commission
cannot be held responsible

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for any use

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which may be made
of the information contained therein.

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This work is licensed under a
Creative Commons

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Attribution-ShareAlike
4.0 International License.

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Partners of the EASIT project:

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Universitat Autònoma de Barcelona.

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Università degli Studi di Trieste.

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Universidade de Vigo.

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Stiftung Universität Hildesheim.

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SDI München.

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Dyslexiförbundet.

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Radiotelevizija Slovenija.

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Zavod RISA.

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[EASIT outro music]

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EASIT. Easy Access
for Social Inclusion Training.