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.

中文翻译：

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教学实践中的语内翻译：五个案例研究

本文是一项定性研究，绘制了特定类型翻译现象的维度范围，即语内翻译在教育实践中。从理论上讲，本文基于更广泛的翻译概念，涵盖任何类型的手语翻译，包括超越语言内部理解障碍，例如科学语言语域和普通语言语域之间的障碍。此外，本文假设这种语内翻译在概念上与教学实践中发现的解释程序相同，因为（大部分）教学法的中心目标是理解新的和不熟悉的知识（通常嵌入抽象的科学概念）学习者。本文还借鉴了巴赫金的“对话异语”概念，即不同语言变体可以在同一个文本中融合并相互对话的观点。根据经验，本文通过对五个不同学科（涵盖自然科学、社会科学和人文科学）的教科书和一场课堂讲座的分析，研究了教学实践中的语内翻译。分析确定了一些不同的翻译策略，其中一些是跨多个学科共享的，而另一些则仅是单个学科所独有的。