Rocío Bernabé Caro, SDI University of Applied Languages (Germany)
Carlo Eugeni, Scuola Superiore per Mediatori Linguistici in Pisa (Italy)


Viviana Masia, Scuola Superiore per Mediatori Linguistici in Pisa (Italy)
Estella Oncins, Universitat Autònoma de Barcelona (Spain)


Real-time intralingual subtitles enable access to live audiovisual products (Eugeni, 2009; Matamala & Orero, 2013). However, the provision and the quality of such services across Europe is uneven and sometimes insufficient (EFHOH, 2015). Moreover, some subtitlers providing such services are partially trained or not trained at all, and without a recognised professional status.

To bridge the gap between needed and trained skills, the EU co-funded LiveTextAccess (LTA) project intends: to come to a harmonised set of skills and an adequate curriculum for the training of the real-time intralingual subtitler, based on literature in the field  (Cintas & Orero, 2003; Calvo, 2011) and on a multisectoral input coming from representatives of all stakeholders; and to reach a sustainable recognition of the training, the profession and the two specifically-identified profiles (respeakers and velotypists) through a certified approach.

LTA is led by the University of Applied Languages of the SDI München and brings together an array of recognised partners from different fields: universities (Universitat Autònoma de Barcelona and Scuola Superiore per Mediatori Linguistici at Pisa); service providers (Velotype and SUB-TI-Access); a broadcaster (ZDF Digital); a European certification association (ECQA); and one main end-user association (EFHOH).

Our presentation will illustrate two major results: the identified skills cards for the profession of the real-time intralingual subtitler and the two related profiles (respeakers and velotypists); and the drafted modular curriculum. 

As for the skills cards, the structure and content of the skills cards will be elucidated. In particular, how they are organised in competence areas (common areas to the profession and specific areas to the two profiles), and how they will be described through ready-to-use learning outcomes. Furthermore, we will outline how the workload quantification in credits (ECTS and ECVETS) will allow for transferability and sustainable learning paths. Also, an overwiew of the existing heterogeneous terminology around the name of the profession will be given (Eugeni & Bernabé, forthcoming).

Concerning curriculum design, the versatility of its modular structure will be described. Specifically, by building on learning outcomes, each competence area includes the most appropriate didactic methods and integrates special learning materials which emulate real-life situations. Furthermore, the flexible design of the curriculum enables to differentiate between respeaking and velotyping in terms of duration, specific skills and tools. Lastly, its modules allow the curriculum to accommodate to formal and informal teaching settings as well as for use as stand-alone material in case of specific training needs by either higher education institutes or companies.


Media accessibility, live captioning, real-time intralingual subtitling, respeaking, velotyping


Calvo, E. (2011). Translation and/or translator skills as organising principles for curriculum development practice. The Journal of Specialized Translation, 16, 5-25.

Cintas, J. D. & Orero, P. (2003). Post-graduate courses in Audiovisual Translation. The Translator, 9(2), 371-388. 

Eugeni, C. (2009). Respeaking the BBC News. The Sign Language Translator and Interpreter 3(1): 29- 68.

Eugeni, C. & Bernabé, R. (forthcoming). LTA project - Bridging the gap between training and the profession in real-time intralingual subtitling. Linguistica Antverpiensia, New Series: Themes in Translation Studies, 14.

Matamala, A., & Orero, P. (2013). Audiovisual translation. When modalities merge. Perspectives. Studies in Translatology21(1) 2-4.

EFHOH, European Federation of Hard of Hearing People. (2015). State of subtitling access in EU - 2015 Report. https://efhoh.org/wp-content/uploads/2017/01/EFHOH-State-of-Subtitling-2015-English.pdf (last accessed 18 January 2019)