Challenges of Translating the Arabic Qur’an into English A Comparative Study of Eight Leading Translations

Any translation of the Arabic Qur’an in English or any European language is likely to be imperfect. This is primarily due to the differences in the language, semantics, idiom, style and culture. Almost fifty such translations have appeared in the last fifty years, both by Muslim and other scholars, but none can claim any perfection in imaging the Arabic Qur’an. Nevertheless, there are some that are faithful to word-by-word (literal) or sense-for-sense (free) translation, but most lack the flavor of the Qur’anic essence and image either due to the translating approach, or inadequate understanding of the meaning of Sacred Arabic Text, or constraints of eloquence of the English language. This paper examines eight of the leading translations and draws conclusions relating to the use of translation techniques and literary devices and concepts that add beauty to the eloquence of Arabic Qur’an and makes it a living and literary masterpiece. It is found that the meaning of the lexical expressions have been maintained to a high degree in the process of translation and the use of literary devices has been adequately captured by the selected translations.

Linguistics Principles for the Selection of English Text at Secondary Level

Linguistics Principles for the Selection of English Text at Secondary Level The English language occupies a prominent place in our educational system. English is taught at least as a subject in all syllabuses, if not as a language. By this the researcher means that planners tend to include English in their syllabuses as a matter of course, but without understanding the implications of teaching it. Yet, that a language is not a subject like geography, for example, should be evident to all. A language is much more than a subject and should be treated as such. It is, in fact, the primary tool of acquisition of knowledge and all social interaction is made possible and sustained by language. The researcher feels that textbook development is of fundamental importance, and that study material should rest on a firm grounding in the theory and practice of language teaching. Applied linguistics supplies a large background of recommendations and approaches for language teaching in general. There are also recommendations and approaches specific to one language, in this case English. ELT (English Language Teaching) has much to offer in this regard, but as far as the researcher can see, there is little to indicate that syllabus planners and study material developers in the country are aware of these matters. Among the many factors responsible for the current situation in English, this is a prominent one. Textbooks as we see them today encourage rote learning for the obvious purpose of passing exams. They do little for the acquisition of usable skills. A major overhauling of attitudes is desirable if whatever little English is left in the country is not lost altogether. In the light of the foregoing, the researcher has tried to identify problems and suggest solutions for students at the secondary level, often considered to be the pivotal point in the totality of the educational experience in Pakistan. Whatever this stage might be for other subjects, it is deplorably weak in English. Language handicaps incurred at this level pull our students down at higher levels. The researcher is aware that many interlocking factors contribute to this unsatisfactory situation. For the purposes of this study he has focused on only one of them.