Empowering Teachers for the Globalized Classroom: Insights from a Critical Discourse Analysis of Translated Literature
محورهای موضوعی : Journal of Teaching English Language Studies
Alireza Zaker
1
,
Shiva Azizpour
2
1 - Department of Teaching English and Translation, Karaj Branch, Islamic Azad University, Karaj, Iran
2 - Department of English Language and Literature, Allameh Tabataba'i University, Tehran, Iran
کلید واژه: Critical Discourse Analysis, Farahzad's CDA Model, Ideology, Translation Criticism,
چکیده مقاله :
This study examines two Persian translations of Haruki Murakami's Norwegian Wood (2001) by Omrani (2019) and Ghabraei (2017), analyzing them through Farahzad's three-dimensional Critical Discourse Analysis (CDA) model (2012). By scrutinizing the translators' choices in rendering the novel's ideological and cultural complexities, this research aims to provide valuable insights for English Language Teachers. Analyzing how translators navigate cultural nuances, address sensitive content, and convey the author's intended meaning can enhance teachers' understanding of intercultural communication and the challenges of cross-cultural interpretation. Furthermore, this study demonstrates how the analysis of translated literature can be used as a pedagogical tool to develop students' critical thinking skills, intercultural competence, and awareness of the power dynamics inherent in language and translation. The findings of this research, which reveal varying degrees of fidelity and ideological shifts in the translations, can inform the development of culturally sensitive teaching materials and classroom activities that engage students with the complexities of translated texts and their implications for understanding diverse perspectives in a globalized world.
This study examines two Persian translations of Haruki Murakami's Norwegian Wood (2001) by Omrani (2019) and Ghabraei (2017), analyzing them through Farahzad's three-dimensional Critical Discourse Analysis (CDA) model (2012). By scrutinizing the translators' choices in rendering the novel's ideological and cultural complexities, this research aims to provide valuable insights for English Language Teachers. Analyzing how translators navigate cultural nuances, address sensitive content, and convey the author's intended meaning can enhance teachers' understanding of intercultural communication and the challenges of cross-cultural interpretation. Furthermore, this study demonstrates how the analysis of translated literature can be used as a pedagogical tool to develop students' critical thinking skills, intercultural competence, and awareness of the power dynamics inherent in language and translation. The findings of this research, which reveal varying degrees of fidelity and ideological shifts in the translations, can inform the development of culturally sensitive teaching materials and classroom activities that engage students with the complexities of translated texts and their implications for understanding diverse perspectives in a globalized world.
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