Understanding the linguistic, conceptual, cultural, and professional considerations in the translation and localisation of teacher professional learning resources about educational dialogue

Abstract

This study examines the process and considerations involved in translation by educational practitioners of a teacher professional development resource from English to eight languages (Arabic, Chinese, Dutch, French, Hebrew, Italian, Japanese, and Spanish). The Toolkit for Systematic Dialogue Analysis (T-SEDA) is an open-access resource designed for practitioners interested in developing dialogic teaching practice through systematic inquiry. The translation was primarily driven by practitioners familiar with local contexts. Thematic analysis from individual surveys, translation notes, mixed-language focus groups, and interviews with 14 participants from 10 countries revealed that the translation process was collaborative, iterative, and organic, and that it involved linguistic, conceptual, cultural, and professional considerations. Education practitioners wrestled with tensions between: localisation and international exchange, perceptions of researchers and practitioners, simplification for practice and theoretical depth, and standardisation and interpretation. This study illustrates the complexities of translating not only the language, but also the concepts across diverse cultural and linguistic contexts. This study also highlights how practitioner insights from translation not only serve to localise resources but also contribute to theoretical advancement, by raising greater awareness of how ‘dialogic learning and teaching’ may be understood and practised in different contexts. Some guidelines for translating resources for international use are offered.