Speech-to-Text Interpreting

Ursula Stachl-Peier is a lecturer in the School of Translation Studies at the University of Graz, Austria,Judith Platter is senior lecturer and researcher at the Centre for Translation Studies of the University. She also is the co-founder of Austrian speech-to-text interpreters’ association (OESDV)Maria B. Zwischenberger is a PhD candidate at the University of Vienna’s Centre for Translation Studies.

• List of illustrationsList of abbreviationsAbout the bookOverview of chaptersPART I 1.1 Fundamentals1.1.1 Speech-to-text interpreting for deaf and hard-of-hearing people: What’s in a name?1.1.2 The history of STTI1.1.2.1 The origins of speech-to-text: Written notes and print literacy1.1.2.2 STTI after 19001.1.2.3 The emergence of a profession1.2 Translation & Interpreting Studies and intralingual speech-to-text conversion: From the margins to the centre – with help from accessibility legislation1.2.1 STT and the impact of accessibility legislation1.2.2 TIS and accessibility studies: Recent trends1.2.3 Speech-to-text interpreting: Still a marginal field in TIS1.2.4 Opening the TIS door to STTI research1.2.5 Further pertinent researchPART II 2.1 STTI methods and equipment2.1.1 ‘Basic kit’2.1.2 Conventional keyboards2.1.3 Stenotype and CART2.1.4 Palantype2.1.5 Velotype2.1.6. Repeaking2.1.7 Automatic speech-recognition (ASR)2.1.8 Live interpreted text and transcript2.2 Configuring the physical and virtual STTI meeting space2.2.1. Display devices and audio sources2.2.2 Room configurations and seating setups2.2.3 Preparing for the assignment2.2.4 Remote speech-to-text interpreting (R-STTI)2.2.4.1 Research into R-STTI2.2.5 Practising R-STTI2.2.5.1 Possible configurations for R-STTI2.2.5.2 Technical preparation for R-STTI2.2.5.3 Technical management at location of participants2.2.5.4 Recommendations for meeting organisers2.3 International and national standards pertinent to STTI service provision2.3.1 Standards developed by the International Organization for Standardization (ISO)2.3.2 Standards developed by the International Telecommunication Union (ITU)2.3.3 National standards2.4 The STT interpreters’ working language(s) 2.4.1 Classifications of levels of language proficiency2.4.2 Language skills for STTI: Listening, writing, reading, speaking2.4.3 Enhancing your linguistic competencePART III 3.1 Accessibility, disability and universal design3.1.1 The evolution of disability rights and accessibility legislation3.1.2 Accessibility, accessible design and universal design3.1.3 Legislative ideals and DHH people’s daily reality3.1.4 Resurgence of the ‘medical model’?3.1.5 Proactive and user-led as new approaches in communication access3.2 Accessibility and user-centred STTI 3.2.1 From audience design to user-centred translation3.2.2 User-centredness and accessibility in speech-to-text practises3.2.2.1 Readability3.2.2.2 Legibility and the reception of subtitles3.2.3 Verbatim versus edited – and user-centred STTIPART IV 4.1 Assessing STT quality 4.1.1 Defining quality and quality assessment4.1.2 Models of live-subtitling quality assessment4.1.2.1 WER method4.1.2.2 NER model4.1.2.3 Concept-based rendition assessment4.1.2.4 WIRA model4.1.2.5 QIT model4.1.3 Summary and appraisal4.2 Practising user-centred STTI 4.2.1 Conduits versus active participants with their own agency4.2.2 STTI as a discourse process within a socio-cultural context4.2.2.1 Communicative transaction within a socio-cultural context4.2.2.2 Interpreting as interaction4.2.2.3 Interpreting as a discourse process4.2.2.4 The multimodal nature of interpreter-mediated interaction4.2.3 Analysing and assessing STTI-mediated events4.2.4 Pedagogical approach and format of activities4.3 STTI as single-speaker events4.3.1 Introduction4.3.2 Learning units4.4 STTI for conversational encounters4.4.1 Introduction4.4.2 Learning units4.5 STTI at multi-party events4.5.1 Introduction4.5.2 Learning units4.6 STTI in educational settings4.6.1 Introduction4.6.2 Learning units4.7 User-centred STTI: A possible model of assessment4.7.1 Assessing STTI4.7.2 Appraisal of the interpretations as a product and communicative process4.7.3 User-centredness?4.7.4 Appraisal of the interpretations as a service4.7.5 Protocols and instruments for ensuring user satisfactionPART VI 5.1 Codes of ethics and STTI as a professional practice 5.1.1 Fundamentals5.1.1.1 Codes of ethics and professional associations5.1.1.2 Codes of ethics: Help or hindrance?5.1.1.3 Deontological, teleological and virtue-based codes5.1.1.4 Contents of codes of ethics5.1.1.5 Arguments against a wider conception of the interpreter’s role5.1.2 Codes of professional ethics for STT Interpreters and the Demand Control Schema5.1.2.1 Four codes of professional ethics for STT interpreters5.1.2.2 Resolving ethical dilemmas using DCS5.1.3 Ethics and the concept of Role Space5.1.4 Codes of ethics and professional practice revisited5.2 Cognitive processing and interpreting strategies5.2.1 Cognitive research into interpreting5.2.1.1 Daniel Gile’s effort model5.2.1.2 Sylvia Kalina’s cognitive and pragmatic discourse model of interpreting5.2.2 Research into cognitive processing in STT5.2.2.1 Cognitive models of respeaking5.2.3 How can the models support STT interpreters?5.2.3.1 Pre-task preparation and cognitive load: Some examples5.2.4 Team collaboration analysed from a 4E(A) perspective5.2.5 Investigating team collaboration5.2.5.1 Explorative study of team collaboration5.2.5.2 A wider conception of collaboration5.3 Interlingual live subtitling and transpeaking (on the PORTAL)PART VI 6.1 Knowledge skills and competences: From novice to professional expert6.1.1 TI competence research: An overview6.1.2 TI competence models6.1.3 Modelling STTI competence: the LiveTextAccess project6.1.4 Learning outcomes for STTI6.2 Initial STTI education and professional development planning6.2.1 Principles of interpreter education6.2.1.1 Learning environments and instructional formats6.2.2 Curricula design, implementation and attainment6.2.2.1 Assessment practices6.2.3 Certification and accreditation6.3 Practice and self-care 6.3.1 Practice makes perfect6.3.2 Deliberate practice6.3.3 Professional development planning6.3.3.1 Skills audit and interpreter profile6.3.4 Self-care7 The future of STTI References

"This textbook on speech to text interpreting is as long awaited as it is sorely needed. This important accessibility craft needs a manual, and this is book is not only based on state of the art research, it is also very pedagogical"Jan Petersen, Stockholm University"This carefully compiled resource book provides a comprehensive and much-needed overview of human intralingual speech-to-text interpreting (STTI). It presents a valuable compilation of resources and is sure to become essential reading for translation and interpreting educators, practitioners, and students who want to gain an in-depth insight into this important accessibility service. It engages readers in reflective activities, in-depth analyses, and reading and listening activities that facilitate individual and group learning."Sonja Pöllabauer, Centre for Translation Studies, University of Vienna"This timely and much-needed volume offers a comprehensive and empirically grounded exploration of speech-to-text interpreting (STTI), standing out as a unique contribution in a context where AI is often assumed to provide universal solutions. By foregrounding user-centredness as essential to equitable access and drawing on extensive data and analyses, the authors deliver an exceptionally thorough and insightful examination of STTI practice. An invaluable resource for professionals, trainers, and students in translation and interpreting, committed to ensuring high-quality, inclusive communication for Deaf and hard-of-hearing communities."Carlo Eugeni, University of Leeds