ACCESSIBILITY INCLUDED
Live captions support deaf and hard-of-hearing students in the same session that serves international students, which is rarely true of two separate programmes.
Universities & lectures
UNIVERSITY LECTURE
TRANSLATION
Lectures, seminars and international programmes followed live by exchange students in their own language, with captions that double as accessibility support.
Book a demoINTERNATIONAL RECRUITMENT CREATES A TEACHING PROBLEM
Universities compete hard for international students, then hand them a lecture delivered at native pace in a language they are still learning. The first semester is where the damage happens: students fall behind not because the material is too difficult, but because they cannot keep up with the delivery while also taking notes.
Teaching an entire programme in English is a slow structural answer that many institutions cannot apply to every course, and it does not help the student whose English is the weak link either.
Glot lets the lecturer teach in their own language while students follow live captions and voice in theirs. The same captions also serve deaf and hard-of-hearing students, so accessibility and internationalisation are handled by one measure instead of two budgets.
ONE MEASURE, TWO MANDATES
NO CHANGE FOR FACULTY
Lecturers teach in their own language, with their own slides and their own pace. There is no new tool to learn at the lectern.
REVISION MATERIAL
A written recap can be downloaded at the end of the lecture, which is often more useful to a student than notes taken while struggling to follow the delivery.
HOW LECTURE TRANSLATION WORKS
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Connect the lecture hall
Glot takes the feed from the existing hall microphone or a laptop, so nothing new is installed in the room.
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Students scan a code
Projected on the first slide or pinned in the course space. Students join on their own phone or laptop with nothing to install.
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Teach as usual
The lecturer delivers the course normally. Students follow in any of 60+ languages, and a written recap can be downloaded at the end for revision.
HOW INSTITUTIONS USUALLY HANDLE IT
Universities generally choose between three structural answers, all of which have real drawbacks for the student sitting in the lecture theatre.
| Approach | Strength | Limitation |
|---|---|---|
| Teach the programme in English | Attracts international cohorts | Faculty teach in a second language, which flattens the quality of the teaching |
| Language requirement on entry | Filters the intake | Excludes strong candidates and does not help the ones who scraped the threshold |
| Recorded lectures with subtitles | Useful for revision | Does not help during the lecture, which is when the student falls behind |
| Human note-takers | Supports accessibility | Costly per student, and rarely available in multiple languages |
| Glot | Live captions and voice, in the lecture itself | Needs a hall microphone feed and a glossary for scientific vocabulary |
A FIRST-SEMESTER LECTURE THEATRE
A master's programme takes 180 students, of whom 60 come from abroad. Lectures are delivered in French at native pace, and by the November assessments the international cohort is consistently a grade band below the domestic one.
The teaching is not the problem, and neither is the intake. The students lose the material because they cannot listen, translate and take notes at the same time, so they transcribe rather than think.
With Glot, the lecturer teaches in French exactly as before. An international student follows the captions in their own language, stops transcribing, and leaves with a written record they can revise from. The same captions serve two deaf students in the cohort, which is why several institutions fund this from the accessibility budget rather than the internationalisation one.
SETTING UP LECTURE TRANSLATION IN A FACULTY
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Use the hall's existing microphone
Most lecture theatres already have one wired to the sound system. That feed is all Glot needs, so nothing new is installed.
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Build a glossary per course
Scientific and technical vocabulary is where general translation fails. A per-course glossary, reused every semester, is the single highest-value preparation step.
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Publish the join link in the course space
Alongside the reading list, so students join without the lecturer managing it at the start of each session.
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Agree the accessibility framing
If captions are also serving deaf or hard-of-hearing students, involve the disability service early; it usually changes which budget funds it.
COMMON QUESTIONS
No, and that is the point. The lecturer keeps teaching in their own language, which preserves the quality of the teaching while making it accessible to students who do not share it.
Specialist terminology is handled far better when you provide a glossary for the course beforehand, which is the recommended approach for scientific and technical modules.
Yes. The live captions serve them in the same session, which is why several institutions treat it as an accessibility measure as much as a language one.
Glot produces a written recap that can be downloaded at the end of the lecture and shared in the course space. It has to be downloaded then, because nothing is retained once the session ends.
Yes. Students listen on their own device, so the number of seats does not change the setup. Sound quality matters more than room size, so a proper microphone feed is what to get right.
Spoken mathematics and formulas remain difficult for automatic systems. Glot handles the surrounding explanation well, and a course glossary improves technical terms, but do not expect it to render complex notation reliably.
Yes. Sessions are per lecture, so a faculty can start with a few international programmes and extend course by course.
Yes. Remote students use the same session link as the lecture theatre, which suits hybrid and distance programmes.
Ready to go live?
TEACH IN YOURS.
LEARN IN THEIRS.
Book a 20-minute demo and see it running on one of your own lectures.