{"id":6702,"date":"2012-05-08T00:00:00","date_gmt":"2012-05-08T00:00:00","guid":{"rendered":"https:\/\/www.globalizationpartners.com\/2012\/05\/08\/elearning-localization-multicultural-or-multiple-cultures\/"},"modified":"2021-07-29T11:53:40","modified_gmt":"2021-07-29T11:53:40","slug":"elearning-localization-multicultural-or-multiple-cultures","status":"publish","type":"post","link":"https:\/\/www.globalizationpartners.com\/2012\/05\/08\/elearning-localization-multicultural-or-multiple-cultures\/","title":{"rendered":"eLearning Localization: Multicultural or Multiple Cultures?"},"content":{"rendered":"

Frequently in the U.S., when we talk about culture, we are speaking of what we commonly refer to as diversity.<\/em> For most Americans, the term diversity reflects the socio-cultural<\/a> makeup of our workplace.\u00a0 However, when GPI speaks of localization<\/em>, we are typically referring to adapting educational materials for people in other countries.\u00a0 Thus, when you submit classroom or online training courses to us for localization, we request information from you about the targeted learners because we use different approaches to localization, based on whether your learners are a U.S.-based multicultural group or in different countries. Why?<\/p>\n\n\n\n
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Compare these two figures.\u00a0 Figure 1 represents a U.S. corporation with a multicultural workforce.\u00a0 In this figure, we assume that your targeted learners are primarily second generation or later Americans (the black dots), but with several first generation cultural groups represented (colored circles), as well. Thus, localizing training for a multicultural group will most likely require modifications that accommodate learners with less exposure to U.S. culture and\/or more affinity for one’s native culture.<\/p>\n

Figure 2 represents a U.S. corporation that has business affairs in other countries.\u00a0 In this situation, you typically regard the U.S. learners as a homogenous cultural group and then modify the U.S.-designed course to accommodate learners in each of the targeted countries, removing “Americanisms” and then localizing aversion of the course for each distinct culture or cultural group.<\/p>\n

Let’s look at an example to illustrate how our approaches to localization differ, depending on which of these two typical situations is represented.\u00a0 In this blog, we’ll address localization for a multicultural group.\u00a0 In our subsequent blog, we’ll compare multicultural localization to localizing for a global audience.<\/p>\n

eLearning Localization<\/h4>\n

As we’ve mentioned in previous blogs about eLearning translation and Localization, we typically adapt elearning courses by analyzing content, instructional approach, and course technology to determine:<\/p>\n

A.\u00a0\u00a0\u00a0\u00a0\u00a0 How it aligns to learners’ preferences and expectations.<\/p>\n

B.\u00a0\u00a0\u00a0\u00a0\u00a0 How we can make adaptations that are critical to the achievement of equitable learning outcomes.<\/p>\n

With respect to content, we localize language (Global English<\/strong>) and confirm that content is contextually relevant.\u00a0 For instructional approach, we ensure that course activities, including assessments, are culturally accessible<\/a> and palatable.\u00a0 Lastly, we examine media to ensure that images, icons, and so forth are contextualized and that the targeted learners’ environment supports these technologies.<\/p>\n

Localization for Multicultural Audiences<\/h4>\n

In the multicultural audiences, the learners are immersed, foremost, in American culture; however, the learners from cultural sub-groupsusually retain many preferences and expectations for the learning environment that they experienced ‘back home.’\u00a0 Thus, localization of materials for this multicultural group requires that we address the group as one culture<\/em> – working within one company or within an industry – and yet, as multiple cultures<\/em> that have cultural differences that could affect learning outcomes. For our example, imagine that the learners are owners or managers of U.S. convenience stores.\u00a0 They are mostly males, well educated, ranging in age from 35-50. The majority of them, about 70%, are white males.\u00a0 The remaining 30% are first generation Americans, mostly non-white males from India and Pakistan.\u00a0 What differences might exist, with respect to learning, and how might we localize elearning to account for them?<\/p>\n

Language<\/h4>\n

Typically, non-native English speakers will struggle, to varying degrees, with language.\u00a0 If you have ever studied a second language or visited a country where residents did not speak English, you understand the challenges and frustrations that accompany a lack of fluency.\u00a0 Now, imagine you are taking an online course in which the content is wordy, complex, and full of colloquialisms<\/a> and jargon.\u00a0 First, it’s difficult to even read the materials!\u00a0 Second, the videos are difficult to comprehend whenthe speaker talks fast or has an accent.\u00a0 Thus, the simplest form of localization for any American elearning course is to use Global English:<\/p>\n