Respeaking is a technique bridging simultaneous interpreting (SI) and subtitling for the D/deaf and hard of hearing (SDH), making live events accessible to diverse audiences. Respeakers use a speech recognition software to repeat or rephrase the original speech, generating live subtitles (Marsh, 2006). This study seeks to identify the essential skills to teach students in a respeaking course, thus contributing to the advancement of respeaking training and improving the accessibility of live events for a wider audience. Firstly, this chapter will draw on the similarities of respeaking with the nearing fields of SI and SDH. Then, the effort model of respeaking will be defined to guide us through the set of abilities a respeaker needs in his profession. An analysis of a subtitle excerpt from the conference Les Assises Régionales de l’Accessibilité (‘The Regional Accessibility Conference’) available in Bruno (2023) will be conducted using the Diamesic Translation taxonomy proposed by Eugeni & Gambier (2023) to determine the strategies respeakers use, and that needs to be part of a respeaking course. Finally, the Understanding Strategies derived from Kohn & Kalina (1996) and the Processing Strategies found in Eugeni (2008) will open the path for a comprehensive didactic proposal focused on the Production Strategies and the Exit Strategies (LTA, 2018) respeakers need in order to navigate the various cognitive, textual and translating challenges of the respeaking task.
Bruno, M.A. (2025). Redefining respeakers’ training: A practical approach to diamesic translation tactics and respeaking skills. Abingdon, Oxon : Routledge.
Redefining respeakers’ training: A practical approach to diamesic translation tactics and respeaking skills
Martina A. Bruno
2025
Abstract
Respeaking is a technique bridging simultaneous interpreting (SI) and subtitling for the D/deaf and hard of hearing (SDH), making live events accessible to diverse audiences. Respeakers use a speech recognition software to repeat or rephrase the original speech, generating live subtitles (Marsh, 2006). This study seeks to identify the essential skills to teach students in a respeaking course, thus contributing to the advancement of respeaking training and improving the accessibility of live events for a wider audience. Firstly, this chapter will draw on the similarities of respeaking with the nearing fields of SI and SDH. Then, the effort model of respeaking will be defined to guide us through the set of abilities a respeaker needs in his profession. An analysis of a subtitle excerpt from the conference Les Assises Régionales de l’Accessibilité (‘The Regional Accessibility Conference’) available in Bruno (2023) will be conducted using the Diamesic Translation taxonomy proposed by Eugeni & Gambier (2023) to determine the strategies respeakers use, and that needs to be part of a respeaking course. Finally, the Understanding Strategies derived from Kohn & Kalina (1996) and the Processing Strategies found in Eugeni (2008) will open the path for a comprehensive didactic proposal focused on the Production Strategies and the Exit Strategies (LTA, 2018) respeakers need in order to navigate the various cognitive, textual and translating challenges of the respeaking task.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
