Based on the article: Niles, Glenda Erica (2025). Breaking Barriers with Translation: Contextualization in Curriculum Design for Global Education. Quality Education For All, 2(1), 357-370. https://doi.org/10.1108/QEA-05-2024-0046
In the evolving landscape of global education, where diversity in language and culture is more the rule than the exception, how do we ensure that students everywhere can access meaningful, high-quality learning? This latest peer-reviewed article offers a compelling answer: translation, when done thoughtfully and contextually, is not just a linguistic act, but a tool for equity and inclusion.
Translation as a Tool for Inclusion
Breaking Barriers with Translation uses the STEM Teacher/student Education for Primary Schools (STEPS) project as a powerful case study. Implemented in Benin, Cameroon, and the Democratic Republic of Congo, STEPS was designed to improve science and math education in primary schools. But one of its most significant achievements? Using translation as a method of contextualization to make global curriculum materials culturally relevant for French-speaking African classrooms.
Instead of simply converting words from English to French, the STEPS team embedded local examples, festivals, food, and customs into the curriculum. A story about a carnival, for instance, became a tale set during Benin’s Gèlèdè Festival. This cultural grounding made lessons resonate more deeply with students, and it made science personal.
Technology Meets Culture: The Role of AI
The article details how the team used ChatGPT-4 to generate initial translations, followed by extensive human review to adapt content to local cultural realities. This hybrid approach sped up the process while ensuring that pedagogy and cultural accuracy were not compromised. Two full French-language science guides were produced—one for Benin, one for the DRC—each tailored to national curriculum standards.
Why This Matters
One of the greatest barriers to quality education in low- and middle-income countries is the scarcity of relevant, high-quality instructional materials. When textbooks reference unfamiliar climates, foods, or animals, learners struggle to relate. Niles argues that translation as contextualization can radically change this, ensuring that students not only understand the material but also see themselves reflected in it.
This approach aligns with the educational philosophies of Vygotsky and Dewey, who both emphasized the importance of social and experiential learning. By making content relatable, students become more engaged, think more critically, and participate more fully in the learning process.
Lessons for Policymakers and Educators
Niles offers clear recommendations:
- Governments should allocate funds for translation and contextualization as part of curriculum development.
- Educators should be trained not only in subject matter but in culturally responsive pedagogy.
- Curriculum designers should consider translation early, not as an afterthought, to ensure cultural relevance from the start.
The article also calls for longitudinal studies to measure the impact of contextualized learning materials over time. But early results from STEPS are promising: increased student engagement, improved comprehension, and enthusiastic adoption by teachers.
Translation as Global Justice
More than a technical task, translation, when deeply contextualized, is a form of educational justice. It is a way to dismantle systemic inequities in access to knowledge, one lesson at a time. As Niles writes, “Translation not only converts languages but also serves as a powerful instrument for contextualizing curricula, facilitating transformative learning, and promoting global knowledge sharing.”
🔗 Read the full article here:
Breaking Barriers with Translation: Contextualization in Curriculum Design for Global Education