Research Article
Facing Untranslatability - The Mainstream Arsenal of Strategies
Issue:
Volume 13, Issue 4, August 2025
Pages:
158-170
Received:
7 June 2025
Accepted:
25 June 2025
Published:
23 July 2025
Abstract: In the face of linguistic and cultural untranslatability, translation emerges as a strategic act rather than a purely mechanical process. This paper presents a comprehensive inventory of translation strategies, grounded in both theoretical frameworks and practical considerations. It begins by exploring the concept of strategy through various academic lenses, distinguishing it from tactics, and identifying its core elements and domains. The study then shifts focus to translation-specific strategies, examining the requirements for strategic choice and the structural and functional factors that shape it. These include text type, language function, levels of signification, and the cultural and communicative contexts of both the source and target texts. Strategies are categorised into direct, oblique, and global types, encompassing literal translation, calque, modulation, adaptation, and broader approaches such as foreignisation and domestication. Through this layered classification, the paper highlights the need for adaptive, context-sensitive decision-making in the translation process. Ultimately, it argues that facing untranslatability requires more than technical skill-it demands a dynamic, reflective, and strategic engagement with meaning across languages and cultures.
Abstract: In the face of linguistic and cultural untranslatability, translation emerges as a strategic act rather than a purely mechanical process. This paper presents a comprehensive inventory of translation strategies, grounded in both theoretical frameworks and practical considerations. It begins by exploring the concept of strategy through various academ...
Show More
Review Article
Exclusion of Sesotho Language Teaching in Eastern Cape Universities: A Need for Curriculum Restructuring in Initial Teacher Education
Jeremia Lepheana*
Issue:
Volume 13, Issue 4, August 2025
Pages:
171-176
Received:
30 May 2025
Accepted:
20 June 2025
Published:
5 August 2025
DOI:
10.11648/j.ijll.20251304.12
Downloads:
Views:
Abstract: This article provides a critical overview of the linguistic neglect of the Southern Sesotho language and investigates the reasons for the exclusion of the Sesotho language in the Eastern Cape universities Faculty of Education programmes, which has resulted in a linguistically discriminatory curriculum. Eastern Cape universities do not cater to Sesotho in their curriculum, which is a cause for concern that seeks curriculum restructuring by Higher Education Institutions in the province. The Eastern Cape Department of Education comprises Sesotho learners in their system, but the Sesotho language is not offered in the universities in this province. This marginalizes the Sesotho language and its people in the province to a larger extent. Qualitative document analysis and interviews were used to review the curriculum of the four universities in the province. Interviews were conducted with four Executive Deans from the four universities in the province. The language policies of the four universities were analyzed. The results of this study revealed that Sesotho, as a previously marginalized language, is still marginalized even to date in Eastern Cape universities. The university curriculum must be restructured to accommodate all students.
Abstract: This article provides a critical overview of the linguistic neglect of the Southern Sesotho language and investigates the reasons for the exclusion of the Sesotho language in the Eastern Cape universities Faculty of Education programmes, which has resulted in a linguistically discriminatory curriculum. Eastern Cape universities do not cater to Seso...
Show More
