Language and Translation Studies (LTS)

Abstract In the translation of children’s literature, the translator keeps various considerations in mind and makes various adaptations and creations in order to find out what is suitable for the child in that work and how this translation will be presented based on socio-cultural conditions of that society in order to simplify reading and understanding the content for children; so, translator pays attention to the concept of “recreation” based on translation considerations. In this research, it is intended that two of the stories from Superscope (48 Dastan) company will be analyzed and investigated according to methods which are used in its “transcreation” based on the content of the stories, conversations between the characters, their poems and musics. The results of this study represent some examples of “transcreation” and “cultural adaptation” concepts in the stories which generally leads to recreation of mentioned works or localization of them for children.

Abstract This exploratory research views translation as a socio-economic act within the cultural goods’ production, distribution, and consumption chain. It examines the contribution of literary translation to the economics of the arts in Iran over three years. The data were gathered in collaboration with the Iran Book and Literature House, and the focus was on the publication of original and translated books in the field of literature. The study’s theoretical framework integrates Bourdieu’s field theory, the creative economy, and Lefevere’s rewriting theory. In addition to providing statistics on translation production as an economic indicator, the findings implicitly reflect cultural literacy and the public’s reception of literary translation. Furthermore, the findings provide a picture of translation’s share in the cultural and economic value of art, which can serve as a basis for cultural policy-making, institutional support for translators, and the enhancement of cultural literacy in society.

Abstract This paper examines the novel Brother of Soul by David Diop, through the analytical lens of Slavoj Žižek, and its focus is the structure of trauma and its impact on the protagonist, Alpha Ndiaye, a Senegalese soldier in World War I. Using Žižek's key concepts, such as “the Real”, “the Symbolic”, and “Object petite a”, the text analyzes how the characters deal with the trauma of war and its impact on identity. It also demonstrates how the trauma of war, as a “Real Event” disrupts the “Symbolic Order”, and leads to alienation and psychological breakdown, highlighting the role of the “Other” in shaping the experience of trauma and the transformation of the main character's identity. Ultimately, this paper provides a deeper understanding of the impact of trauma on the individual and society within the context of war and colonialism, offering new perspectives on postcolonial literary studies and psychoanalysis.

Abstract Research suggests teachers’ professional vision influences motivation, while vision-reality discrepancies predict burnout. This study investigates the vision-burnout relationship among young learner EFL teachers, drawing on the L2 Motivational Self-System framework. The study examines this connection and identifies implementation barriers. Using mixed-methods, the data were collected from 347 teachers via burnout and vision questionnaires, supplemented by focus group interviews with 40 novice Young Learner English teachers. The quantitative analysis revealed vision significantly predicted depersonalization and reduced personal accomplishment. The qualitative findings highlighted contextual challenges in achieving ideal teaching environments. The results demonstrate that EFL teachers’ classroom vision is a dynamic, multifaceted construct influenced by contextual, institutional, and personal factors. The study advances understanding of teacher motivation by clarifying how professional vision interacts with workplace realities in young learner contexts. The findings emphasize the importance of addressing vision-reality gap in teacher development programs to support wellbeing and job satisfaction. 

Abstract This study seeks to analyze normalization and its implications in Colson Whitehead’s novel The Nickel Boys through the lens of Michel Foucault’s theoretical framework. Thus, the researchers aim at employing Foucault’s theory of panopticon as the paradigm of the modern world to show how the American government, through dispersed educational, judicial, and disciplinary institutions across society, seeks to establish a homogeneous and conformist society in which individuals are thoroughly normalized. The findings of this research reveal that the American society depicted in the novel during the 1960s exemplifies the Foucauldian model of the modern world, where individuals are confined, controlled, and administered within various institutions, including reform schools, the judicial system, law, the police, and a matrix of other satellite institutions. Collectively, these institutions strive to produce docile, submissive, and obedient people who are devoid of individuality and whose identities rest on their being just like other people in society.  

Abstract Although English plays a significant role in the international context, it has failed to occupy a proper position in the Iranian instructional framework, leading to students' weak performance. Therefore, this study attempted to explore the literature on the challenges of the current ELT curriculum in the educational system of Iran. Moreover, the challenges were analyzed in connection with the principles of Multimodality, Multiple Intelligence, Social Identity, and Sociocultural Theories. The review and comparison process were based on PRISMA_SCR. Then, a total of 49 articles were selected from well-established journals to map the related challenges and shortcomings. The results revealed that the challenges can be divided into eleven categories ranging from economic and political issues to ideological and cultural ideas. Nine challenges could be explained in relation to the mentioned frameworks. Therefore, it could be concluded that the inclusion of these theories in the process of curriculum development may help eliminating those challenges.