Define the scope first
Translate courseware, learning materials and training content around learning objectives, audiences and publishing formats.
Tell us the target language, purpose, receiving audience and desired timing. Related files for the same matter can share a contact, spellings, terminology and delivery plan; main text, attachments and supplementary records are checked separately.
Making lessons, exercises and feedback work together
Training translation serves a learning task: learners need to know what to learn, how to practise and why an answer is right or wrong. Slides, scripts and questions should be checked as connected material.
Lesson units and narration scripts
Link concepts, examples and demonstrations to objectives, distinguishing screen points from full spoken explanations. Keep page, visual-action and pause cues for recording and confirm term pronunciations. Check the interface or product version behind examples so wording does not preserve obsolete actions.
Exercises, answers and explanations
Handle prompts, options, correct answers and feedback together, checking for unintended clues or equivalent options. Preserve reference-answer and scoring distinctions in open questions. A teaching owner should confirm that replacement examples test the same skill; translators do not independently redesign questions or scoring.
Learner backgrounds and language level
Adjust instruction length, vocabulary and explanation density for age, prior knowledge and second-language learning. Simpler wording must retain objectives and essential steps. Distinguish instructor, learner and revision versions, and preserve workplace terminology with appropriate explanations.
Coordinating teaching review, recording and platform release
Course updates affect text, audio and exercise resources together. Link deliveries by lesson and resource ID so teaching and production owners can see what is confirmed and what still needs synchronization.
Sample lessons and teaching conventions
A sample can combine narration, a slide and an exercise set to confirm address, terms and instructions. Turn feedback into usable conventions, separating teaching decisions from language preferences. Preserve exceptions across learning levels so consistency does not flatten conceptual progression.
Asset lists and import boundaries
List slides, scripts, subtitles, question banks and platform fields separately, retaining lesson and question IDs and feedback links. Scope import, layout and video checks, then use actual previews. A text table does not confirm branching, answer routing or audiovisual synchronization.
Locating revisions and synchronizing materials
Locate changes by lesson, slide and resource ID, showing effects on scripts, audio, answers and handbooks. Clients confirm subject and teaching changes while language work synchronizes wording. After recording or release, identify affected assets and recheck batches to prevent new questions with obsolete explanations.
Materials and content
Courses
Confirm learner background, objectives and the scope of slides, scripts, exercises and assessments.
Training materials
Align instructional terms, examples, task instructions and the relationship between text and graphics.
E-learning
Agree the handling of video subtitles, narration scripts, layout and platform files.
Translation and review priorities
- Confirm learner background, objectives and the scope of slides, scripts, exercises and assessments.
- Align instructional terms, examples, task instructions and the relationship between text and graphics.
- Agree the handling of video subtitles, narration scripts, layout and platform files.
Delivery, price and timing
Price and timing are assessed against language direction, word or page volume, subject matter, source clarity, editability, layout, review and supporting requirements. Changes to the source, languages or supporting work require a revised scope and plan.
Agree Word, PDF, Excel, subtitle or other formats, including any editable files, paper copies, statements or signatures actually needed. Supporting arrangements are defined for the particular purpose and receiving requirements.
A clear process at every stage
- 01
Define the purpose
Specify files, languages, volume, receiving requirements and timing.
- 02
Agree the plan
Confirm scope, references, review responsibilities, supporting work and delivery.
- 03
Translate and review
Use subject references and check terms, numbers, tables and versions.
- 04
Deliver and coordinate
Deliver the agreed files, consolidate feedback and confirm later updates.
What should I prepare?
Provide a clear, complete source and relevant references. Include approved translations, required terms or name spellings where available. Share special receiving formats, statement or signature requirements and other supporting needs for individual confirmation.
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Confirm the project details
Can English narration be produced from slides alone?
Assess whether the slides contain enough explanation. Narration development needs objectives, notes and teaching references with a separate scripting scope. Ask the client to confirm examples or explanations absent from the slides instead of filling gaps with assumptions.
Can exercise scenarios be adapted culturally?
Propose replacements that retain the skill and difficulty, subject to teaching-owner confirmation. Update prompts, options, answers and explanations together and check any quantities or calculations. Name or location changes alone do not complete adaptation, and new assessment rules should not be invented.
How can a phased course release remain consistent?
Set lesson IDs, terms and question conventions and track completed, review-pending and recording-pending assets. Check effects of later changes on live slides, scripts and exercises and consolidate feedback through one contact. Approval of one batch does not approve unreviewed lessons.