Figure 1: The flowchart offers a map through the results. At the top we have communication access, which branches into two directions: 1) access needs (e.g., caption use, speechreading) and 2) language landscape (e.g., frequency, context, comfort, overall repertoire). There are two way arrows between these two, representing the question 'How do these interact/inform/shape each other?'. Below the question, as answer we have two groups: first, factors for a particular langauge (fluency, linguistic affordances, cultural perceptions) and second, practices across languages (translation, transliteration, translanguaging).

Toward Language Justice

Aashaka Desai, Rahaf Alharbi, Stacy Hsueh, Richard E. Ladner, and Jennifer Mankoff. 2025. Toward Language Justice: Exploring Multilingual Captioning for Accessibility. In CHI Conference on Human Factors in Computing Systems (CHI ’25), April 26–May 01, 2025, Yokohama, Japan. ACM, New York, NY, USA, 18 pages. https://doi.org/10.1145/3706598.3713622

A growing body of research investigates how to make captioning experiences more accessible and enjoyable to disabled people. However, prior work has focused largely on English captioning, neglecting the majority of people who are multilingual (i.e., understand or express themselves in more than one language). To address this gap, we conducted semi-structured interviews and diary logs with 13 participants who used multilingual captions for accessibility. Our findings highlight the linguistic and cultural dimensions of captioning, detailing how language features (scripts and orthography) and the inclusion/negation of cultural context shape the accessibility of captions. Despite lack of quality and availability, participants emphasized the importance of multilingual captioning to learn a new language, build community, and preserve cultural heritage. Moving toward a future where all ways of communicating are celebrated, we present ways to orient captioning research to a language justice agenda that decenters English and engages with varied levels of fluency.

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