Why Multilingual Matters
India alone has 22 scheduled languages and hundreds of dialects. South Asia as a whole is one of the most linguistically diverse regions on earth. Yet the vast majority of development education content — courses, toolkits, guidelines, research papers — is available only in English. This creates a profound access barrier. The programme officer in rural Tamil Nadu who speaks Tamil at home, Hindi in official settings, and reads English haltingly is expected to learn evaluation methodology from materials written in academic English. The gap between her competence and the language of instruction is not a minor inconvenience — it is a structural barrier to professional development. The scale is not trivial: UNESCO estimates that roughly 40% of learners globally do not have access to education in a language they speak or understand, a figure that rises far higher in many low- and middle-income countries. The World Bank reaches a similar conclusion in its 2021 policy paper Loud and Clear: Effective Language of Instruction Policies for Learning, finding that about 37% of students in low- and middle-income countries are required to learn in a language they do not speak at home — putting them at a disadvantage that compounds across their schooling and, later, their careers.
India's own National Education Policy 2020 reflects this evidence, recommending the home language, mother tongue, or regional language as the medium of instruction at least until Grade 5 — and preferably to Grade 8 and beyond. UNESCO devoted its 2025 flagship India report, Bhasha Matters: State of the Education Report for India 2025, entirely to mother-tongue and multilingual education, arguing that in a country home to more than a thousand languages, learning in a language children understand is "the foundation for educational inclusion, linguistic diversity preservation and enhanced learning outcomes." If the national framework for school education now rests on first-language learning, it is hard to justify a development sector that trains its own practitioners only in English. When ImpactMojo committed to making content available in Hindi, Tamil, Bengali, Telugu, and Marathi, we knew it would be more than a translation exercise. Each language carries its own intellectual traditions, pedagogical conventions, and cultural references. Making content truly multilingual means not just converting words but adapting concepts, examples, and teaching approaches to resonate in each linguistic context. What we learned in the process has fundamentally shaped our understanding of accessible education.
The Translation Trap
The most common approach to multilingual content is straightforward translation: take the English original, hire translators, produce versions in target languages. This approach is fast and cheap, but it produces content that often feels alien to native speakers. Technical terms are either left in English (rendering sentences incomprehensible to those who need the translation most) or translated into formal literary equivalents that no practitioner actually uses.
Consider the term "theory of change." In Hindi, the literal translation — parivartan ka siddhant — is grammatically correct but carries philosophical connotations that distract from the practical tool being described. Working with Hindi-speaking development professionals, we found that most use a hybrid: "theory of change" in English embedded in Hindi sentences, or the descriptive phrase badlav ki soch (thinking about change). Our Hindi content uses the term practitioners actually use, not the one a translation algorithm produces.
Tamil presents different challenges. The language has a strong purist tradition that resists English borrowings. Tamil-speaking evaluators have developed their own technical vocabulary — mathippedu for evaluation, kandu kaanippu for monitoring — that is well-established within the professional community. Ignoring this vocabulary in favour of transliterated English terms alienates precisely the audience we aim to serve.
"Translation is not finding equivalent words. It is finding equivalent understanding. The best multilingual content sounds like it was originally written in each language." — Our lead content localisation specialist
Cultural Adaptation Beyond Language
Language is the most visible dimension of localisation, but cultural adaptation runs deeper. Examples and case studies that resonate in one context may fall flat in another. A monitoring example using a watershed programme in Maharashtra connects immediately with Marathi-speaking learners but may mean little to someone in coastal Bengal. A gender analysis framework illustrated through dowry practices is relevant across North India but requires different framing in matrilineal communities of Kerala or Northeast India.
We learned to build content in layers. The core conceptual framework remains consistent across languages — the principles of sampling, the logic of theory of change, the steps of a monitoring framework. But the illustrative layer — examples, case studies, practice exercises — is adapted for each linguistic and cultural context. Bengali content draws on examples from aquaculture, garment sector livelihoods, and cyclone preparedness. Telugu content references watershed programmes, rice cultivation, and Telangana's distinctive administrative structures. This approach requires more effort than simple translation, but the difference in learner engagement is dramatic.
Technical Challenges of Multilingual Platforms
Building a multilingual web platform introduces technical challenges that monolingual developers rarely encounter. Text rendering across Indian scripts requires careful font selection — not all web fonts support the conjunct characters and ligatures that Devanagari, Tamil, Bengali, and Telugu scripts require. We tested extensively to ensure that technical content renders correctly across browsers and devices, particularly on lower-end Android phones that our users commonly use.
Text expansion is another practical challenge. Hindi and Tamil translations of English text are typically 20-30% longer. Interface elements, buttons, and navigation labels designed for English may overflow or break when translated. Our CSS uses flexible layouts and rem-based sizing to accommodate text expansion without manual adjustment for each language.
Right-to-left (RTL) support is not currently needed for our five languages, but future expansion to Urdu — widely used in Pakistan and parts of India — would require significant layout adaptation. We have designed our CSS with this potential expansion in mind, using logical properties (margin-inline-start rather than margin-left) where possible.
Search and navigation in multilingual contexts require special attention. Our search index includes content in all supported languages, with language detection to prioritise results in the user's selected language. Navigation labels and category names are translated, ensuring that users who switch to Tamil are not confronted with English navigation elements.
What the Numbers Tell Us
Since launching multilingual content, our analytics reveal patterns that validate the investment. Hindi content accounts for 35% of total page views — not surprising given Hindi's speaker base, but notable because our Hindi learners spend 40% more time per session than English-language learners, suggesting deeper engagement rather than casual browsing. Tamil and Bengali content shows similar engagement depth. Telugu and Marathi, launched more recently, are growing steadily as word spreads through professional networks in those states.
Most tellingly, completion rates for courses are significantly higher when learners use their first language. The evaluation methods course, which has a 45% completion rate in English, achieves 62% in Hindi and 58% in Tamil. This is not because the content is easier — the conceptual rigour is identical. It is because the cognitive load of simultaneously learning new concepts and processing a second language is genuinely burdensome. Our own numbers are modest and platform-specific, but they echo a much larger evidence base. The UNESCO–ADEA policy brief Why and How Africa Should Invest in African Languages and Multilingual Education found that children taught in a familiar language were around 30% more likely to read with comprehension by the end of primary school than peers taught in an unfamiliar one. The pattern shows up closer to home, too: in Pratham's annual ASER surveys of children's foundational learning, the states that consistently post the strongest reading outcomes — Kerala and Tamil Nadu among them — are precisely those that have invested in instruction through the regional mother tongue (Malayalam, Tamil) rather than defaulting to English. The mechanism is well established: Jim Cummins' linguistic interdependence hypothesis argues that the deeper, cognitively demanding skills of literacy and abstract reasoning sit in a "common underlying proficiency" shared across a learner's languages — so concepts grasped in a first language transfer to the second, rather than having to be rebuilt from scratch. Remove the language barrier, and that shared foundation does more of the work. This is a key dimension of what makes open educational resources truly accessible.
Lessons for Others
For other platforms considering multilingual content in South Asian languages, our core advice is this: do not treat it as a translation project. Treat it as a content creation project that happens to draw on a shared conceptual framework. Invest in native-speaking subject matter experts, not just translators. Budget for cultural adaptation, not just linguistic conversion. Test with real users in each language. And be prepared for the work to take two to three times longer than you expect — but to produce results that justify every hour invested. The development sector cannot claim to serve South Asia while speaking only in English. The World Bank's review of language-of-instruction policies puts the principle plainly: people learn more, and stay engaged longer, when they are taught in a language they speak and understand. Effective learning by doing demands that practitioners can engage with materials in the language they think in.