Beyond Word-for-Word Equivalence: Translating English Political Terminology into Azerbaijani

Authors

DOI:

https://doi.org/10.69760/jales.2026004001

Keywords:

political translation, English–Azerbaijani translation, political terminology, lexical equivalence, institutional context, discourse framing, terminology management

Abstract

Political translation does not merely transfer labels between languages; it mediates concepts formed within particular legal, institutional, and public contexts. This article examines how English socio-political terms are rendered in Azerbaijani, asking how translators can preserve conceptual accuracy while producing clear and idiomatic target-language text. It combines a small parallel-text comparison of selected provisions from the official English and Azerbaijani versions of the Constitution of the Republic of Azerbaijan with explicitly constructed examples of context-sensitive political vocabulary. The analysis distinguishes three problem types: variation in a term’s referent, partial conceptual overlap, and political or evaluative framing. It then evaluates translation choices for semantic precision, institutional fit, and reader accessibility. The constitutional examples show that grammatical restructuring can preserve a political concept without mirroring the English form. Constructed examples involving constituency and accountability illustrate why an equivalent must be chosen from context rather than a dictionary entry alone. Drawing on translation theory, political discourse analysis, and terminology studies, the article proposes a decision procedure for translators and editors. Because the authentic sample is deliberately small and the additional examples are illustrative, the article offers analytical guidance rather than statistical claims about translation practice.

Author Biography

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Published

2026-11-08

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Articles

How to Cite

Huseynova, A. (2026). Beyond Word-for-Word Equivalence: Translating English Political Terminology into Azerbaijani. Journal of Azerbaijan Language and Education Studies, 3(4), 4-11. https://doi.org/10.69760/jales.2026004001