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dc.contributor.authorHaugan, Jens
dc.date.accessioned2022-02-15T08:46:48Z
dc.date.available2022-02-15T08:46:48Z
dc.date.created2022-01-26T15:03:44Z
dc.date.issued2021
dc.identifier.citationBeyond Philology. 2021, 18 (4), 123-165.en_US
dc.identifier.issn1732-1220
dc.identifier.urihttps://hdl.handle.net/11250/2978971
dc.descriptionAll articles available under Attribution 4.0 International (CC BY 4.0).en_US
dc.description.abstractThe purpose of this article is to discuss potential challenges related to the introduction (import or translation) and use of terminology from another language. This is exemplified by a discussion on a single term, Anerkennung, from Honneth’s (1992) recognition theory, which is either easily adopted because of an already existing linguistic heritage (Danish, Norwegian, and partly Swedish) or translated (English) with compromises and specifications of the suggested term. The need for such a discussion arises from the fact that the same/identical (morphological) form of the term cannot necessarily be used in Norwegian, since Norwegian has two official written varieties and certain standardization principles that may differ for each of the varieties. The article addresses metalinguistic reflection and the responsibility of translators, researchers, educators, curriculum developers and language authorities in connection with these issues. With reference to the Educational Role of Language network and perspectives like languagebeliefs, language-activity, language-affects, and language-thinking, the article attempts to show that reflection on and standardization of terminology in education may be even more important because of the possible implications for understanding and use, and the consequences it may have.en_US
dc.language.isoengen_US
dc.relation.urihttps://fil.ug.edu.pl/sites/default/files/_nodes/strona-filologiczny/33797/files/beyond_philology_18_4.pdf
dc.rightsNavngivelse 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/deed.no*
dc.subjectterminologyen_US
dc.subjectstandardizationen_US
dc.subjecttranslationen_US
dc.subjecteducational researchen_US
dc.subjectlanguage researchen_US
dc.subjectlanguage didacticsen_US
dc.subjectAxel Honnethen_US
dc.subjectrecognition theoryen_US
dc.subjectAnerkennungen_US
dc.subjectspråkforskningen_US
dc.subjectoversettelseen_US
dc.subjectspråkdidaktikken_US
dc.subjectanerkjennelsesteorien_US
dc.titleTerminology in education and research: Honneth’s Anerkennung from the perspective of Norwegian, Danish, and Englishen_US
dc.title.alternativeTerminologia w edukacji i badaniach naukowych: Niemieckojęzyczne pojęcie Anerkennung z perspektywy języka norweskiego w porównaniu do języków duńskiego, szwedzkiego i angielskiegoen_US
dc.typePeer revieweden_US
dc.typeJournal articleen_US
dc.description.versionpublishedVersionen_US
dc.subject.nsiVDP::Humaniora: 000::Språkvitenskapelige fag: 010::Nordiske språk: 018en_US
dc.source.pagenumber123-165en_US
dc.source.volume18en_US
dc.source.journalBeyond Philologyen_US
dc.source.issue4en_US
dc.identifier.doi10.26881/bp.2021.4.01
dc.identifier.cristin1990603
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1


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