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{\an2}EASIT: Easy Access
for Social Inclusion Training.
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{\an2}This is unit 2: Easy-to-understand
language, in short E2U.
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{\an2}Element 1,
Understanding easy-to-understand
language.
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{\an2}Video lecture: Target groups
and their needs.
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{\an2}My name is Sergio Hernández
from the University of Hildesheim.
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{\an2}In this video lecture, I will talk
about the E2U target groups.
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{\an2}I will focus on Easy Language,
including Easy-to-read,
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{\an2}and Plain Language.
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{\an2}I will also deliver an insight
into the needs of the target groups
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{\an2}considering communication barriers
that they may face.
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{\an2}Target groups of EL
are considerably diverse.
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{\an2}We talk about primary and secondary groups,
according to the 2016 book “Easy Language”
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{\an2}(in German Leichte Sprache)
by Bredel and Maaß.
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{\an2}The primary groups have problems
with standard or expert language.
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{\an2}Therefore,
they are addressed in Easy Language.
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{\an2}The secondary groups
are confronted with Easy Language,
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{\an2}even if they could be addressed
with standard or expert language.
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{\an2}In this video lecture,
we will focus on the primary groups.
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{\an2}The primary groups of EL
are persons with cognitive disabilities,
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{\an2}with learning difficulties,
dementia,
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{\an2}prelingual hearing impairment,
aphasia,
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{\an2}functional illiterates,
and language learners.
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{\an2}They are confronted
with different kinds of problems.
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{\an2}Rink’s barrier index
will help to understand the issue.
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{\an2}The primary target groups face
communication barriers they cannot overcome.
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{\an2}It is helpful to understand
which communication barriers
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{\an2}they face in order to find
right strategies for accessibility.
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{\an2}Easy Language is one of the tools
to overcome communication barriers.
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{\an2}Rink proposes her barrier index
based on these 7 barriers:
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{\an2}A text
may represent a sensory barrier,
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{\an2}if the communication
is oral and the group cannot hear.
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{\an2}Or if the communication
has to be perceived
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{\an2}via the visual
channel and the group cannot see.
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{\an2}There are different forms of accessible
communication to address the sensory barrier,
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{\an2}for example,
subtitles or audio description.
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{\an2}A text may represent
a cognitive barrier, for instance,
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{\an2}if the content is too complex and
abstract for the group to process.
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{\an2}This may be because the cognitive
capacities of the group are reduced,
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{\an2}for example,
because of cognitive impairment.
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{\an2}The cognitive barrier
is a considerable obstacle.
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{\an2}Not every content can be made
accessible for each group or individual.
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{\an2}They might not understand
because of a cognitive barrier,
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{\an2}no matter how easy
the linguistic form of what is said.
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{\an2}A text represents a motoric barrier,
if the physical presentation
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{\an2}is not appropriate for the group.
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{\an2}For example,
if a person cannot use a mouse,
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{\an2}but an online page
cannot be navigated without a mouse.
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{\an2}Or if the paper quality
of a brochure is not good
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{\an2}for persons with a motoric
impairment and they cannot turn the pages.
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{\an2}A text may represent
a language barrier,
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{\an2}if the content is in a language
that the group does not understand.
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{\an2}Maybe they do not know this
language, for it is foreign to them
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{\an2}If they do know the language,
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{\an2}it may be that the language variety
in the text is not familiar to them.
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{\an2}Too high in style,
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{\an2}perhaps a local dialect
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{\an2}or belonging to a group
that cultivates a certain language fashion.
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{\an2}A text may represent
an expert knowledge barrier
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{\an2}or expert language barrier,
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{\an2}if special knowledge is needed
in order to understand the content.
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{\an2}Or the content
is written in expert language.
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{\an2}A text may also represent
a cultural barrier,
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{\an2}if special knowledge
or attitudes are presupposed
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{\an2}that belong to a certain culture.
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{\an2}And finally,
a text may represent a media barrier,
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{\an2}if the media format is not appropriate
for the group
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{\an2}or if they do not have access
to the necessary tools and gadgets.
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{\an2}For example, many individuals among
the primary groups of Easy Language
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{\an2}do not have access to the internet.
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{\an2}So what barriers
do the EL target groups face?
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{\an2}Practically, all target groups
confront expert knowledge
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{\an2}and expert language barriers.
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{\an2}EL can be helpful,
because expert knowledge is presented
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{\an2}in a comprehensible way and knowledge
on the subject is not presupposed;
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{\an2}it is explicitly introduced.
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{\an2}The language variety
is also reduced to a minimum.
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{\an2}More about this
in our lecture about lexical aspects
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{\an2}of easy-to-understand language.
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{\an2}The cognitive barrier
poses an obstacle
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{\an2}for persons with cognitive
disability and dementia-type illnesses.
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{\an2}Content in EL tackles this barrier:
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{\an2}Pesuppositions and implicatures are
on the surface explained.
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{\an2}The amount of information
is reduced to avoid overload.
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{\an2}You will learn more
about this in our lecture
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{\an2}about textual aspects
of easy-to-understand language.
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{\an2}The language barrier
may be an obstacle
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{\an2}for persons
with prelingual hearing impairment,
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{\an2}cognitive disability,
dementia-type illnesses
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{\an2}aphasia, and language learners.
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{\an2}This barrier is tackled by using
only a central vocabulary
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{\an2}and basic grammatical structures.
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{\an2}More about this in our lectures
about lexical and syntactic aspects
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{\an2}of easy-to-understand language.
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{\an2}Persons with prelingual
hearing impairment and language learners
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{\an2}are also confronted with cultural barriers.
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{\an2}EL addresses this barrier
by making knowledge explicit
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{\an2}that is presupposed
within a specific culture.
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{\an2}Persons with sensory impairments
also face a sensory barrier.
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{\an2}A sensory impairment
may come with another impairment.
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{\an2}For example,
a hearing or visual impairment
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{\an2}in addition to a
cognitive impairment.
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{\an2}A good way to work on barriers
is to consider other media formats,
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{\an2}for example, audio-visual formats.
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{\an2}Or audio formats
in addition to the written text.
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{\an2}For instance, people with dyslexia
can be addressed through audio
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{\an2}or audio-visual formats
because their primary problem
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{\an2}is not in the field of comprehending
but rather in using written formats.
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{\an2}PL addresses persons that do not
need the maximum comprehensibility level
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{\an2}to understand a specific content.
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{\an2}PL texts might not be perceptible
and comprehensible enough
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{\an2}for persons
with communication impairments.
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{\an2}PL is for persons
that do not understand a specific content
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{\an2}due to language complexity
or expert content.
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{\an2}This is very typical
in expert-lay-communication.
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{\an2}If PL is not comprehensible enough
for a specific group,
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{\an2}translators and authors should
consider using EL instead of PL.
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{\an2}This video lecture
has been prepared by
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{\an2}Sergio Hernández and Christiane Maaß
from the University of Hildesheim.
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{\an2}You can reach us at easit@uni-hildesheim.de.
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{\an2}The project EASIT
has received funding
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{\an2}from the European Commission
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{\an2}under the Erasmus+
Strategic Partnerships
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{\an2}for Higher Education programme
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{\an2}grant agreement
2018-1-ES01-KA203-05275.
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{\an2}The European Commission support for
the production of this publication
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{\an2}does not constitute
an endorsement of the contents
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{\an2}which reflect
the views only of the authors,
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{\an2}and the Commission
cannot be held responsible
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{\an2}for any use which may be made of the
information contained therin.
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{\an2}This work is licensed
under a Creative Commons
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{\an2}Attribution-ShareAlike
4.0 International License.
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{\an2}Partners of the EASIT project:
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{\an2}Universitat Autònoma de Barcelona,
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{\an2}Università degli Studi di Trieste,
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{\an2}Universidade de Vigo,
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{\an2}Stiftung Universität Hildesheim,
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{\an2}SDI München,
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{\an2}Dyslexiförbundet,
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{\an2}Radiotelevisija Slovenija,
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{\an2}Zavod Risa.
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{\an2}EASIT: Easy Access
for Social Inclusion Training.
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{\an2}Subtitled by Adna Alic-Rucz.