TY - JOUR
T1 - Intralingual translation in didactic practice
T2 - Five case studies
AU - Hill-Madsen, Aage
PY - 2024/1/22
Y1 - 2024/1/22
N2 - This article is a qualitative study charting the dimensional range of a particular type of translative phenomenon, namely, intralingual translation within educational practice. Theoretically, the article is based on a broadened concept of translation that encompasses any kind of sign translation, including the transcending of a language-internal comprehension barrier, such as the one between scientific and lay linguistic registers. Further, the article assumes that such intralingual translation is conceptually identical with the interpretive procedures found in didactic practice, given that the central aim of (much) pedagogy is to make sense of new and unfamiliar knowledge - typically embedded in abstract, scientific concepts - to learners. The article also draws on the Bakhtinian concept of "dialogized heteroglossia,"i.e., the view that different language varieties may be fused into, and brought into dialogue with each other within, one and the same text. Empirically, the article investigates intralingual translation in didactic practice through analyses of textbooks and one classroom lecture in five different academic disciplines, spanning both the natural and social sciences and the humanities. The analyses identify a handful of different translational strategies, some of which are shared across several disciplines, and others of which are unique to a single discipline only.
AB - This article is a qualitative study charting the dimensional range of a particular type of translative phenomenon, namely, intralingual translation within educational practice. Theoretically, the article is based on a broadened concept of translation that encompasses any kind of sign translation, including the transcending of a language-internal comprehension barrier, such as the one between scientific and lay linguistic registers. Further, the article assumes that such intralingual translation is conceptually identical with the interpretive procedures found in didactic practice, given that the central aim of (much) pedagogy is to make sense of new and unfamiliar knowledge - typically embedded in abstract, scientific concepts - to learners. The article also draws on the Bakhtinian concept of "dialogized heteroglossia,"i.e., the view that different language varieties may be fused into, and brought into dialogue with each other within, one and the same text. Empirically, the article investigates intralingual translation in didactic practice through analyses of textbooks and one classroom lecture in five different academic disciplines, spanning both the natural and social sciences and the humanities. The analyses identify a handful of different translational strategies, some of which are shared across several disciplines, and others of which are unique to a single discipline only.
KW - intralingual translation
KW - didactic practice
KW - registers
KW - dialogized heteroglossia
UR - http://www.scopus.com/inward/record.url?scp=85182887435&partnerID=8YFLogxK
U2 - 10.1515/sem-2022-0097
DO - 10.1515/sem-2022-0097
M3 - Journal article
SN - 0037-1998
VL - 2024
SP - 49
EP - 79
JO - Semiotica
JF - Semiotica
IS - 257
ER -