1 00:00:07,280 --> 00:00:10,480 {\an2}EASIT: Easy Access for Social Inclusion Training. 2 00:00:12,840 --> 00:00:17,040 {\an2}This is unit 2: Easy-to-understand language, in short E2U. 3 00:00:17,520 --> 00:00:20,960 {\an2}Element 1, Understanding easy-to-understand language. 4 00:00:21,280 --> 00:00:25,840 {\an2}Video lecture: Target groups and their needs. 5 00:00:26,080 --> 00:00:29,280 {\an2}My name is Sergio Hernández from the University of Hildesheim. 6 00:00:30,080 --> 00:00:34,280 {\an2}In this video lecture, I will talk about the E2U target groups. 7 00:00:34,720 --> 00:00:38,160 {\an2}I will focus on Easy Language, including Easy-to-read, 8 00:00:38,320 --> 00:00:39,600 {\an2}and Plain Language. 9 00:00:39,960 --> 00:00:43,240 {\an2}I will also deliver an insight into the needs of the target groups 10 00:00:43,480 --> 00:00:47,320 {\an2}considering communication barriers that they may face. 11 00:00:48,200 --> 00:00:52,640 {\an2}Target groups of EL are considerably diverse. 12 00:00:53,360 --> 00:00:59,200 {\an2}We talk about primary and secondary groups, according to the 2016 book “Easy Language” 13 00:00:59,440 --> 00:01:03,640 {\an2}(in German Leichte Sprache) by Bredel and Maaß. 14 00:01:04,480 --> 00:01:10,040 {\an2}The primary groups have problems with standard or expert language. 15 00:01:10,480 --> 00:01:13,320 {\an2}Therefore, they are addressed in Easy Language. 16 00:01:14,320 --> 00:01:19,600 {\an2}The secondary groups are confronted with Easy Language, 17 00:01:19,880 --> 00:01:23,800 {\an2}even if they could be addressed with standard or expert language. 18 00:01:24,520 --> 00:01:29,240 {\an2}In this video lecture, we will focus on the primary groups. 19 00:01:30,120 --> 00:01:35,080 {\an2}The primary groups of EL are persons with cognitive disabilities, 20 00:01:35,520 --> 00:01:37,760 {\an2}with learning difficulties, dementia, 21 00:01:38,160 --> 00:01:41,040 {\an2}prelingual hearing impairment, aphasia, 22 00:01:41,360 --> 00:01:44,480 {\an2}functional illiterates, and language learners. 23 00:01:45,040 --> 00:01:48,240 {\an2}They are confronted with different kinds of problems. 24 00:01:48,480 --> 00:01:52,120 {\an2}Rink’s barrier index will help to understand the issue. 25 00:01:52,720 --> 00:01:57,840 {\an2}The primary target groups face communication barriers they cannot overcome. 26 00:01:58,360 --> 00:02:01,440 {\an2}It is helpful to understand which communication barriers 27 00:02:01,680 --> 00:02:06,560 {\an2}they face in order to find right strategies for accessibility. 28 00:02:07,360 --> 00:02:11,480 {\an2}Easy Language is one of the tools to overcome communication barriers. 29 00:02:12,200 --> 00:02:16,720 {\an2}Rink proposes her barrier index based on these 7 barriers: 30 00:02:17,680 --> 00:02:21,520 {\an2}A text may represent a sensory barrier, 31 00:02:22,080 --> 00:02:25,920 {\an2}if the communication is oral and the group cannot hear. 32 00:02:26,600 --> 00:02:29,480 {\an2}Or if the communication has to be perceived 33 00:02:29,720 --> 00:02:33,800 {\an2}via the visual channel and the group cannot see. 34 00:02:34,360 --> 00:02:39,120 {\an2}There are different forms of accessible communication to address the sensory barrier, 35 00:02:39,360 --> 00:02:42,840 {\an2}for example, subtitles or audio description. 36 00:02:44,160 --> 00:02:47,440 {\an2}A text may represent a cognitive barrier, for instance, 37 00:02:47,840 --> 00:02:52,600 {\an2}if the content is too complex and abstract for the group to process. 38 00:02:53,480 --> 00:02:58,680 {\an2}This may be because the cognitive capacities of the group are reduced, 39 00:02:59,000 --> 00:03:01,880 {\an2}for example, because of cognitive impairment. 40 00:03:02,560 --> 00:03:05,440 {\an2}The cognitive barrier is a considerable obstacle. 41 00:03:06,000 --> 00:03:10,160 {\an2}Not every content can be made accessible for each group or individual. 42 00:03:10,840 --> 00:03:14,120 {\an2}They might not understand because of a cognitive barrier, 43 00:03:14,320 --> 00:03:18,440 {\an2}no matter how easy the linguistic form of what is said. 44 00:03:19,920 --> 00:03:24,280 {\an2}A text represents a motoric barrier, if the physical presentation 45 00:03:24,560 --> 00:03:26,640 {\an2}is not appropriate for the group. 46 00:03:27,080 --> 00:03:30,360 {\an2}For example, if a person cannot use a mouse, 47 00:03:30,720 --> 00:03:34,440 {\an2}but an online page cannot be navigated without a mouse. 48 00:03:35,080 --> 00:03:38,440 {\an2}Or if the paper quality of a brochure is not good 49 00:03:38,640 --> 00:03:42,600 {\an2}for persons with a motoric impairment and they cannot turn the pages. 50 00:03:44,040 --> 00:03:46,320 {\an2}A text may represent a language barrier, 51 00:03:46,640 --> 00:03:51,320 {\an2}if the content is in a language that the group does not understand. 52 00:03:51,840 --> 00:03:57,040 {\an2}Maybe they do not know this language, for it is foreign to them 53 00:03:57,680 --> 00:03:59,240 {\an2}If they do know the language, 54 00:03:59,560 --> 00:04:04,880 {\an2}it may be that the language variety in the text is not familiar to them. 55 00:04:05,440 --> 00:04:06,800 {\an2}Too high in style, 56 00:04:07,080 --> 00:04:08,600 {\an2}perhaps a local dialect 57 00:04:08,880 --> 00:04:14,160 {\an2}or belonging to a group that cultivates a certain language fashion. 58 00:04:15,320 --> 00:04:18,720 {\an2}A text may represent an expert knowledge barrier 59 00:04:19,040 --> 00:04:21,040 {\an2}or expert language barrier, 60 00:04:21,280 --> 00:04:25,720 {\an2}if special knowledge is needed in order to understand the content. 61 00:04:26,040 --> 00:04:30,160 {\an2}Or the content is written in expert language. 62 00:04:31,280 --> 00:04:34,040 {\an2}A text may also represent a cultural barrier, 63 00:04:34,360 --> 00:04:37,360 {\an2}if special knowledge or attitudes are presupposed 64 00:04:37,600 --> 00:04:39,720 {\an2}that belong to a certain culture. 65 00:04:40,360 --> 00:04:43,960 {\an2}And finally, a text may represent a media barrier, 66 00:04:44,240 --> 00:04:48,120 {\an2}if the media format is not appropriate for the group 67 00:04:48,360 --> 00:04:54,760 {\an2}or if they do not have access to the necessary tools and gadgets. 68 00:04:55,240 --> 00:05:00,640 {\an2}For example, many individuals among the primary groups of Easy Language 69 00:05:00,960 --> 00:05:03,600 {\an2}do not have access to the internet. 70 00:05:05,240 --> 00:05:08,600 {\an2}So what barriers do the EL target groups face? 71 00:05:09,560 --> 00:05:12,760 {\an2}Practically, all target groups confront expert knowledge 72 00:05:13,040 --> 00:05:14,840 {\an2}and expert language barriers. 73 00:05:15,280 --> 00:05:19,720 {\an2}EL can be helpful, because expert knowledge is presented 74 00:05:19,960 --> 00:05:24,840 {\an2}in a comprehensible way and knowledge on the subject is not presupposed; 75 00:05:25,000 --> 00:05:26,680 {\an2}it is explicitly introduced. 76 00:05:27,360 --> 00:05:30,400 {\an2}The language variety is also reduced to a minimum. 77 00:05:30,560 --> 00:05:35,000 {\an2}More about this in our lecture about lexical aspects 78 00:05:35,280 --> 00:05:37,120 {\an2}of easy-to-understand language. 79 00:05:38,400 --> 00:05:40,720 {\an2}The cognitive barrier poses an obstacle 80 00:05:40,840 --> 00:05:44,720 {\an2}for persons with cognitive disability and dementia-type illnesses. 81 00:05:45,120 --> 00:05:48,040 {\an2}Content in EL tackles this barrier: 82 00:05:48,400 --> 00:05:53,440 {\an2}Pesuppositions and implicatures are on the surface explained. 83 00:05:54,040 --> 00:05:58,400 {\an2}The amount of information is reduced to avoid overload. 84 00:05:58,960 --> 00:06:01,280 {\an2}You will learn more about this in our lecture 85 00:06:01,600 --> 00:06:05,040 {\an2}about textual aspects of easy-to-understand language. 86 00:06:05,920 --> 00:06:07,960 {\an2}The language barrier may be an obstacle 87 00:06:08,200 --> 00:06:10,840 {\an2}for persons with prelingual hearing impairment, 88 00:06:11,080 --> 00:06:14,040 {\an2}cognitive disability, dementia-type illnesses 89 00:06:14,320 --> 00:06:16,680 {\an2}aphasia, and language learners. 90 00:06:17,040 --> 00:06:20,960 {\an2}This barrier is tackled by using only a central vocabulary 91 00:06:21,280 --> 00:06:23,440 {\an2}and basic grammatical structures. 92 00:06:23,800 --> 00:06:29,360 {\an2}More about this in our lectures about lexical and syntactic aspects 93 00:06:29,720 --> 00:06:31,720 {\an2}of easy-to-understand language. 94 00:06:33,320 --> 00:06:36,840 {\an2}Persons with prelingual hearing impairment and language learners 95 00:06:37,080 --> 00:06:40,440 {\an2}are also confronted with cultural barriers. 96 00:06:40,920 --> 00:06:45,320 {\an2}EL addresses this barrier by making knowledge explicit 97 00:06:45,440 --> 00:06:48,320 {\an2}that is presupposed within a specific culture. 98 00:06:49,440 --> 00:06:53,520 {\an2}Persons with sensory impairments also face a sensory barrier. 99 00:06:53,960 --> 00:06:57,520 {\an2}A sensory impairment may come with another impairment. 100 00:06:57,760 --> 00:07:01,840 {\an2}For example, a hearing or visual impairment 101 00:07:02,160 --> 00:07:05,320 {\an2}in addition to a cognitive impairment. 102 00:07:06,680 --> 00:07:11,760 {\an2}A good way to work on barriers is to consider other media formats, 103 00:07:12,040 --> 00:07:14,400 {\an2}for example, audio-visual formats. 104 00:07:14,840 --> 00:07:18,800 {\an2}Or audio formats in addition to the written text. 105 00:07:19,440 --> 00:07:23,920 {\an2}For instance, people with dyslexia can be addressed through audio 106 00:07:24,080 --> 00:07:27,040 {\an2}or audio-visual formats because their primary problem 107 00:07:27,200 --> 00:07:32,400 {\an2}is not in the field of comprehending but rather in using written formats. 108 00:07:33,240 --> 00:07:37,920 {\an2}PL addresses persons that do not need the maximum comprehensibility level 109 00:07:38,280 --> 00:07:40,080 {\an2}to understand a specific content. 110 00:07:40,680 --> 00:07:45,000 {\an2}PL texts might not be perceptible and comprehensible enough 111 00:07:45,280 --> 00:07:47,720 {\an2}for persons with communication impairments. 112 00:07:48,040 --> 00:07:52,520 {\an2}PL is for persons that do not understand a specific content 113 00:07:52,960 --> 00:07:56,120 {\an2}due to language complexity or expert content. 114 00:07:56,640 --> 00:07:59,720 {\an2}This is very typical in expert-lay-communication. 115 00:08:00,520 --> 00:08:04,240 {\an2}If PL is not comprehensible enough for a specific group, 116 00:08:04,600 --> 00:08:10,920 {\an2}translators and authors should consider using EL instead of PL. 117 00:08:11,800 --> 00:08:14,080 {\an2}This video lecture has been prepared by 118 00:08:14,360 --> 00:08:18,400 {\an2}Sergio Hernández and Christiane Maaß from the University of Hildesheim. 119 00:08:18,760 --> 00:08:22,920 {\an2}You can reach us at easit@uni-hildesheim.de. 120 00:08:23,960 --> 00:08:26,160 {\an2}The project EASIT has received funding 121 00:08:26,240 --> 00:08:27,720 {\an2}from the European Commission 122 00:08:27,800 --> 00:08:30,120 {\an2}under the Erasmus+ Strategic Partnerships 123 00:08:30,200 --> 00:08:31,960 {\an2}for Higher Education programme 124 00:08:32,040 --> 00:08:39,040 {\an2}grant agreement 2018-1-ES01-KA203-05275. 125 00:08:39,520 --> 00:08:43,080 {\an2}The European Commission support for the production of this publication 126 00:08:43,160 --> 00:08:45,560 {\an2}does not constitute an endorsement of the contents 127 00:08:45,640 --> 00:08:48,040 {\an2}which reflect the views only of the authors, 128 00:08:48,120 --> 00:08:50,440 {\an2}and the Commission cannot be held responsible 129 00:08:50,520 --> 00:08:54,120 {\an2}for any use which may be made of the information contained therin. 130 00:08:54,680 --> 00:08:57,160 {\an2}This work is licensed under a Creative Commons 131 00:08:57,440 --> 00:09:00,920 {\an2}Attribution-ShareAlike 4.0 International License. 132 00:09:01,760 --> 00:09:03,400 {\an2}Partners of the EASIT project: 133 00:09:03,840 --> 00:09:06,120 {\an2}Universitat Autònoma de Barcelona, 134 00:09:06,400 --> 00:09:08,560 {\an2}Università degli Studi di Trieste, 135 00:09:08,880 --> 00:09:10,360 {\an2}Universidade de Vigo, 136 00:09:10,640 --> 00:09:12,680 {\an2}Stiftung Universität Hildesheim, 137 00:09:13,000 --> 00:09:14,080 {\an2}SDI München, 138 00:09:14,560 --> 00:09:15,720 {\an2}Dyslexiförbundet, 139 00:09:16,080 --> 00:09:17,640 {\an2}Radiotelevisija Slovenija, 140 00:09:17,920 --> 00:09:19,200 {\an2}Zavod Risa. 141 00:09:26,120 --> 00:09:27,960 {\an2}EASIT: Easy Access for Social Inclusion Training. 142 00:09:28,640 --> 00:09:29,960 {\an2}Subtitled by Adna Alic-Rucz.