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Captioned Media in the Classroom. INSTITUTION WGBH-TV, Boston, Mass

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Captioned Media in the Classroom. INSTITUTION WGBH-TV, Boston, Mass DOCUMENT RESUME ED 252 995 EC 171 328 AUTHOR Decker, Nan; Montandon, Betsy TITLE Captioned Media in the Classroom. INSTITUTION WGBH-TV, Boston, Mass. The Caption Center. SPORTS AGENCY Special Education Programs (ED/OSERS), Washington, REPORT NO 4N-0-913072-60-5 PUB DATE a% NOTE 48-1. AVAILABLE FROMNw.ional Association of the Deaf, 814 Thayer Ave., Silver Spring, MD 20910 ($4.50). PUB TYPE Guides - Non-Classroom Use (055) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Audiovisual Communications; *Captions; *Deafness; Educational Media; Elementary Secondary Education; *Hearing Impairments; Media Selection IDENTIFIERS *Captioned Media ABSTRACT Intended to promote the effective use of captioned media in the education of hearing impaired students, the manual contains theoretical and historical background information about captioning, illuminates major issues in the field of captioning (e.g., edited versus verbatim captioning and the need to teach caption-reading skills), and offers instructional ideas for using captioned media to teach decoding skills, word meaning, grammar, and story structure. Sources of captioned media and a selected research 4-"°. bibliography are appended. t ) .********************************************************************* Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** aPtinnedtidia h1 (It* . CS o WGBH Educational Foundation 1954. AS rights swerved. For pernindians and other sights under tldscopyright., contact The Caption Center etWOBILTV, 125 Western Avenue, Boston, Mown chosen* OM. This work was developed =der a con- tent or groat with Spend Relmatien Progresso, °Mee of Speed Ethecation and Rehabilitative fiervicoi, U.S. De- p However, the content dote not necessarily reflect the position or policy of SEP/OBEES/DOB, and no Alen' endorsement of the niatenalo Amid be inferred. ISBN 0413072404 Published and distributed by National Aseociation of the Deaf 814 Thayer Avenue Silver Spring. Maryland 209W BESTco AVAILABLE 3 Contents Betsy Montapdon The Whys and Wherefores of Captionedilledia 1 Rationale for Captioning 2 The Development of Captioning 4 Edited or Verbatim Captions Nan Decker Captioned Media: Food for Thought 13 I nt roduct ion 14 A Review: Skills and Concepts which may be 17 Taught through Captioned Television Decoding Skills. Word Meaning and Grammar 20 Story Structure Setting 24 The Episode 26 Sequencing 26 Conflict 27 Implied Meaning in The Episode 28 Characteriution 29 Theme 31 Conclusion 32 Sources of Captioned Media 34 Bibliography 38 4 Acknowledgements For their enthusiasm, help, The Multi-level Captioning Project was and support in carrying out funded by the Office of Education's this prQ;ect, special thanks Handicapped Media Services and Captioned are due to: Films Program in order to develop a "model" for the effective use of captioned Governor Baxter media in the education of hearing-impaired School for the Deaf, students. One of the project's major Portland, ME activities was providing "Captioned Media Awareness Workshops" for teachers in a Willie Ross selected number of schools for the hearing School for the Deaf, impaired and for teachers-in-training at Longmeadow, MA several colleges and universities. This manual is the result of those workshops and Rhode Island of work with individual teachers who tried School for the Deaf, out utilization techniques in the classioom. Providence, RI It contains theoretical and historical background information about captioning, The Learning Center illuminates the major issues in the field of for Deaf Children, captioning, and offers ideas for using Framingham, MA captioned media as an integral part of daily classroom activities. Boston University. Boston, MA New York University, New York, NY Western Maryland College, Westminster, MD The Whys and Wherefores of Captioned Media by Betsy Montandon Rationale for Captioning Why Captions? Because deafness is a communication several research studies have proven this handicap, the hearing-impaired population empirically. The studies show that under has unique communication needs. This is ideal conditions of lighting, distance, and especially true in relation to television. This clarity of the speaker. even the best speech- pervasiSe phenomenon in our society is a reader can understand only 26% of what is major source of information and enter- said (Lowell, 1959). Therefore. the impor- tainment. But in its standard form it is not tant question to pose is this: since the audio fully accessible to hearing-impaired track of a program must be available to viewers. While somepeople suggest the ensure complete comprehension. how can it possibility of using speech-reading to fill in be conveyed to viewers who cannot hear it? the information gaps, this is not really a There are two possible solutions to the viable option. Basic common sense indicates question: captions and sign language inter- that various techniques of television preters. editing, such as off-camera speakers, long shots. and side angle shots. present insur- mountable obstacles even to the most proficient speech-reader. In addition, Captions or Sign Language? For a number of reasons, captions are the Another pi.oblem with using sign language method of choice to convey a program's is geographic variation in signs, correspond- soundtrack to hearing-impaired viewers. ing to dialects in spoken language. For Research-based support is of two types. example, a sign in use in North Dakota First, studies comparingthe amount of might be different from that used in Florida information conveyed in captioned pro- and could thus result in confusion or mis- grams vs. that in uncaptioned programs understanding instead of the clarification it foimd that the former were more successful was intended to promote. (Boyd and Vader, 1972). Other studies looked at the differences between cap- Finally, on a more practical level, there is a tioned and signed presentations: those that problem with the visibility of the inter- were captioned were preferred by deaf preter on television. A few programs, such viewers and superior in providing factual as local news broadcasts, do allowthe information. interpreter to appear full-screen. But in most cases, the interpreter is located in a Several factors support the use of captions small circle or square in the lower corner of rather than sign language. The method the television screen and the finer move- chosen to replace the audio portion of pro- ments of signs and/or fingerspelling are grams must match the diversity of com- difficult or impossible to see. munication skills exhibited by the hearing- impaired population. The use of sign language interpreters would exclude orally oriented hearing-impaired people. as well as that group of people who lost their hearing later in life from accidental causes, illness or old age. Captions can most successfully provide information to all hearing-impaired viewers, regardless of their preferred met hod of communication. O The Development of Captioning Movies, Television, and the Printed Word The use of printed words on the screen is not programs for children such as Sesame Street new. In fact, in the days of silent movies, and The Electric Company rely heavily on hearing and hearing-impaired audiences print to teach reading through the associa- had equal access to a program when frames tion of the§poken arid written word. But the of words were inserted between pictures in majority of television programs and movies order to clarify the action or plot. But the have been viewed with incomplete or situation changed radically when sound was erroneous understanding by hearing- added to the movies and the printed words impaired people because they miss the all- were dropped. Television has retained important information in the audio track. graphically displayed words in many com- mercials, weather forecasts and sports broadcasts. In addition, some educational Captioned Films for the Deaf It was not until the 1950's that experiments began in captioning films for hearing- impaired viewers:- In 1968, Public Law 85-905 established Captioned Films for the Deaf as a loan service to hearing - impaired people. The' idea was a successful one and today there are approximately 800 theatrical/entertainment films in an Indianapolis-based depository and 1,188 educational films in 58 depositories nation- wide. Television Captioning In the world of television, captionLig began in 1971. WGBH-TV, Boston's public tele- vision station, received federal funding for two years to caption The French Chef. The experiment proved that the important program content could be conveyed via caption. Fifty other programs were cap- tioned during the next two years, but even though these shows were successfully received, hearing-impaired audiences expressed the need for captioning of news and current events programs. Thus, in 1973, under the Education of the Handi- capped Act, the WGBH Caption Center received a contract to rebroadcast a captioned version of ABC's "'ling news. 0 Captioning for Children In 1977, the Multi-level Linguistic Caption- Becauseteachers and students,as well as ing Project was set up at WGBH to conduct parents, need guidance and encouragement research on captioning for children. Prior to to use captioned media to its best advan- the project, there had been almost no tage. federal funding was granted to research directly related to children's cap- develop a "model" fiir the effective use
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