Redesign of ACC Sec 2 Translation Unit

Department: Chinese

Leaders: Xue Langfang, Cai Yifei, Ni Qing, Yeo Hwee Yanne

Members: All ACC subject teachers

1.  What was the current need/gap that you were addressing?

The existing ACC translation unit mainly emphasized the technical mastery of translation skills — accuracy, linguistic transfer, and textual equivalence. However, students often lacked deeper awareness of the cultural frameworks underpinning language use. They could translate words correctly but struggled to interpret why certain expressions, tones, or imagery differ between East and West, or how cultural assumptions influence linguistic choices. This revealed a key pedagogical gap: students were proficient in literal translation but not in cultural mediation. They needed structured opportunities to explore how values, thinking patterns, and communicative norms shape meaning in both English and Chinese. Furthermore, with the increasing use of AI-assisted tools, there was a need to guide students in understanding the limitations of machine translation when dealing with cultural nuances. The redesigned module therefore addresses these needs by shifting from skill-drilling to conceptual understanding and applied cultural comparison. It enables students to: • Analyze East–West cultural and linguistic contrasts (e.g., individualism vs. collectivism, direct vs. indirect communication). • Examine how these contrasts affect translation and meaning-making. • Evaluate the advantages and pitfalls of intelligent translation tools in cross-cultural contexts. • Apply insights through authentic tasks such as bilingual cultural tours or local brand adaptation projects, bridging language learning with real-world intercultural competence.

2.  How had it been experimented and enacted?

The redesigned translation unit was implemented through experience-based exploration and contextualized learning. Students examined authentic multimedia sources such as online articles, social media texts, and films to uncover how cultural norms shape communication. Teachers conducted live demonstrations showing how identical phrases can convey different meanings depending on tone, hierarchy, or social context, helping students realise that translation is not a word-for-word transfer but an act of cultural negotiation. During class, students compared Eastern and Western cultural mindsets—such as collectivism vs. individualism and implicit vs. explicit communication—and discussed how these differences influence language choice. They also experimented with intelligent translation tools, analysing when such tools succeed or fail to capture cultural nuance. To consolidate learning, students carried out authentic translation tasks, such as designing bilingual cultural tour scripts and adapting local brand advertisements for foreign audiences. These activities required them to explain their translation rationale and reflect on audience reception, accuracy, and cultural sensitivity. Through this process, students not only strengthened their bilingual expression but also demonstrated 21st-century skills—critical thinking, intercultural understanding, and adaptive communication in a globalised context.

3.  Which group(s) had benefited?

Students (Selected Groups), Teaching Staff (Selected Groups)

4.  What was the positive impact?

Positive Impact • Enhanced cultural awareness: Students gained deeper insight into how values, beliefs, and communication styles differ across Eastern and Western cultures. • Improved translation sensitivity: They learned to go beyond word-for-word accuracy, considering tone, audience expectations, and contextual meaning. • Critical use of AI tools: Students evaluated the strengths and weaknesses of intelligent translation, recognising where human cultural judgment is indispensable. • Applied intercultural skills: Through authentic projects like bilingual cultural tours and local brand translation, students practised real-world cultural mediation. • 21st-century competencies: Cultivated critical thinking, empathy, bilingual confidence, and adaptability in global communication. Overall, the module transformed translation learning into a bridge for intercultural understanding, equipping students to communicate meaningfully across linguistic and cultural boundaries.

5.  What is a future need that this IdEas@work could meet?

A future needs this IdEas@Work project could meet is to deepen students’ intercultural intelligence and ethical use of AI in translation. As digital communication and cross-cultural exchanges expand, students need stronger competence in evaluating meaning, tone, and intent across languages using both human and machine tools. The next phase could integrate collaboration with regional schools or community partners to design real translation-for-community projects, allowing students to apply cultural analysis to social or business contexts. This would further develop their global awareness, digital literacy, and social responsibility — key skills for thriving in a culturally diverse and AI-driven world.

*  To be submerged under 'Revamping the ACC Curriculum'.