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This microethnographic case study discusses the effects of translating and revising documents for an English-medium master of science in engineering programme in terms of workload and value for English for Specific Purposes (ESP) teacher development, integration, and enculturation. During the changeover from the diploma to bachelor–master curricula, the author translated course descriptions, administrative documents, and internal regulations as required by the new educational setting. This article argues that, although the translation increased workload, there was a significant gain in value created through translating and revising for both the department and the instructor–translator. This contribution suggests that translation-induced workload is an opportunity for ESP teacher development, enculturation, and integration into content departments. The close cooperation between ESP instructors and content departments this process entails may result in mutual benefits for all stakeholders and raise the recognition of ESP among content faculty. Translating and revising, the author proposes, represent promising practices for professional development, and forge ties within workplace communities.