Readers and Scribes
If none of the above options can be arranged for a student, then a reader and scribe may be the only choice. On the other hand, some students may prefer this option, especially if they are overseas and want another way to connect with local people.
Considerations Unique to Foreign Language Courses
Foreign language courses often require students to achieve spelling or written stroke accuracy, and correct grammar and structure. Teachers will often grade on this aspect of written work and tests, so the student must learn it at some point while being read to.
One would need to hire a reader or scribe that knows the language to the level required, especially in the foreign languages with non-Latin script.
On a test that will be graded for spelling, punctuation, spacing, capitalization and grammar, the purpose of the scribe is to first write verbatim what the student dictates, and then only edit what the student tells him or her to edit. For example, the scribe should not assume the student knows that a phrase he or she spoke in Turkish is written as a single word instead of with spaces as it would translate to in English. The student would have to indicate to the scribe that it was to be written as one word, if the teacher would be grading on this aspect. It would take more time for the student to be clear when dictating to the scribe, and often requires a separate testing place.
If the student has not been required to learn or had access to the written script or characters for a language, then a scribe would translate the student’s spoken words into the correct written symbols. The teacher, however, would need to take mistakes by the scribe into account when grading, as the student would not be able to correct accuracy of the written symbol. In Chinese, where many like-sounding words are only differentiated with tones or the ideogram that is selected and written – the student would have to define the word being spoken so the scribe selects and writes the correct character. Often, however, these classes will have students write in the Latin alphabet version of the language (e.g. pinyin) and focus more on grading vocabulary and content, until students advance in the written form.
Finding Qualified Readers and Scribes
To determine how many trained readers or scribes in the area have foreign language skills, a disability provider can send out messages to group lists of readers and scribes, the blind community, or to foreign language instructors. If this turns up someone qualified, then it is helpful to record this information in a database of reader and scribe contacts. Working with the database designer to add a foreign language field facilitates this information being easier to find in the future.
If necessary, one could train someone fluent in the language in the role of being a reader and scribe. Another option would be to use a reader or scribe outside the area, but who knows the language, to provide services remotely with distance learning technologies.
Once someone is found who knows the language, then it would be necessary to ask the foreign language instructor to assess this person’s level of understanding in relation to the level of the course. Providing extra preparation time for the reader or scribe to learn the lessons before each class increases accuracy when reading or transcribing. If the reader has a similar dialect to the professor, this makes it easier for the student.
Of course, if the student is taking the language course overseas, then more native language speakers, and hopefully at least some of them trained in reader and scribe roles, are available. The reader and scribe services may not need to be a paid role, although it may be necessary to ensure reliable services. Some people overseas may be happy to assist someone who is learning their language in exchange for receiving English tutoring. Contacting blind organizations in the host country is a first step to finding reliable leads.
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