Media accessibility training




media accessibility training, audiovisual translation didactics, audio description, subtitling for the deaf and the hard of hearing, respeaking


With the emergence of media accessibility services such as audio description and (live) subtitles for the deaf and the hard of hearing the need has arisen to train prospective professionals in those areas. In this article, which opens the volume devoted to media accessibility training, we first define the field of study and then review some European projects that deal with the topic. Next, we discuss the current landscape of media accessibility training, including the required skills and competences, curriculum design, methodological approaches, training materials and assessment. An overview of the 12 contributions that have been included in the volume follows, together with an exploration of how they advance the state of the art. Finally, we end with a note on what still remains to be done in the realm of media accessibility training.


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Chmiel, A., Mazur, I., & Vercauteren, G. (2019). Emerging competences for the emerging profession: A course design procedure for training audio describers. The Interpreter and Translator Trainer, 13(3), 326–341. doi:10.1080/1750399X.2019.1656408

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Fryer, L. (2019). Quality assessment in audio description: Lessons learned from interpreting. In E. Huertas-Barros, S. Vandepitte & E. Iglesias-Fernández (Eds.), Quality assurance and assessment practices in translation and interpreting (pp. 155–177). IGI Global. doi: 10.4018/978-1-5225-5225-3

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Mazur, I. (2019, June). A functional approach to audio description: Proposal of a framework. Paper presented at the 8th Media for All International Conference: Complex Understandings, Stockholm, Sweden. Abstract retrieved from

Mazur, I., & Chmiel, A. (in press). Audio description training: A snapshot of the current practices. The Interpreter and Translator Trainer, 14(4).

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Remael, A., & van der Veer, B. (2006). Real-time subtitling in Flanders: Needs and teaching. In C. Eugeni & G. Mack (Eds.), Intralinea Special Issue: Respeaking. Retrieved from

Remael, A., & Vercauteren, G. (2007). Audio describing the exposition phase of films: Teaching students what to choose. Trans: Revista de traductologia, 11, 73–93. doi: 10.24310/TRANS.2007.v0i11.3099

Robert, I., Schrijver, I., & Diels, E. (2019). Trainers’ and employers’ perceptions of training in intralingual and interlingual live subtitling: A survey study. Journal of Audiovisual Translation, 2(1), 1–25. Retrieved from

Romero-Fresco, P. (2012). Respeaking in translator training curricula: Present and future prospects. The Interpreter and Translator Trainer, 6(1), 91–112. doi: 10.1080/13556509.2012.10798831

Romero-Fresco, P., & Martínez, J. (2015). Accuracy rate in live subtitling: The NER model. In J. Díaz Cintas & R. Baños (Ed.), Audiovisual Translation in a global context: Mapping an ever-changing landscape (pp. 28–50). London, England: Palgrave Macmillan. doi:10.1057/9781137552891_3

Romero-Fresco, P. (2018). In support of a wide notion of media accessibility: Access to content and access to creation. Journal of Audiovisual Translation, 1(1), 187–204. Retrieved from

Romero-Fresco, P., & Pöchhacker, F. (2017). Quality assessment in interlingual live subtitling: The NTR model. Linguistica Antverpiensia, New Series: Themes in Translation Studies, 16, 149–167. Retrieved from

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How to Cite

Mazur, I., & Vercauteren, G. (2020). Media accessibility training. Linguistica Antverpiensia, New Series – Themes in Translation Studies, 18.