Christian Mair

This paper attempts to demonstrate the prospective contributions that Cultural Linguistics (CL) can offer to the field of Translation Studies (TS). The main objective is to show the common grounds between the two disciplines and the potential capacity CL approach and methodology, in theory, has in enriching TS. First, it sets the stage by introducing the status quo of CL’s relatively novel interdisciplinary burgeoning field and establishing its significance and its current trends, broad applications, and wide-ranging implications in language-oriented studies. It is followed by a concise overview of the principles and practices of the theoretical and analytical frameworks of the CL approach. Next, a critical state-of-the-art account of translation and its expanded definition in the (post)digital revolution era is provided. Bridging the relevant concepts and contexts, we then explore the possible applications of CL’s theoretical and analytical frameworks to TS, identifying the areas where the interplay between the two disciplines is most likely fruitful for TS. These domains encompass –but certainly are not limited to— the following areas: Translation Pedagogy, Postcolonial Translation, Corpus-based TS, Media/News Translation, Multimodal Translation, and Sociological-oriented TS. As for future directions in such an interdisciplinary venture, key trends that may arise in the dynamic interplay between TS and CL include Gender-oriented TS and Translational Activism, AI-informed TS, Cognitive and Ethnographic Approaches to TS, translating tourism, and Translation and Ideology.

The e-learning integration has emerged as an alternative strategy, significantly improving teaching and learning experiences in higher education worldwide. However, it has also presented different challenges and opportunities for teachers and students. This comparative, cross-cultural study explored the perspectives of German vs. Iranian EFL teachers on e-learning integration in higher education. The data were collected utilising a mixed-methods design and based on convenient sampling through two questionnaires on challenges and opportunities, semi-structured interviews, and observations from 26 German EFL teachers and 92 Iranian EFL teachers. The study focused on the Technology Acceptance Model and the Unified Theory of Acceptance and Use of Technology. The questionnaire findings revealed that both groups recognised significant challenges and opportunities in e-learning. German teachers appreciated organisational improvements and evaluative innovations, whereas Iranians valued stress reduction and access to materials. Both groups faced technological and administrative challenges, with Iranians reporting more severe difficulties, highlighting the need for tailored support and resources to enhance online education. Interviews indicated a preference for face-to-face instruction among Germans, with greater resistance to online formats compared to Iranians. Younger teachers in both contexts showed more positive attitudes towards e-learning, with a consensus on the future of blended learning. The observations also supported the findings. Results indicated significant differences and similarities between the two contexts, highlighting technological, academic, pedagogical, and cultural factors influencing e-learning integration. The study findings could offer practical implications for policymakers and material developers, emphasising the need for custom-made e-learning strategies for different educational contexts. This cross-cultural comparison could suggest insights for teachers interested in integrating e-learning into their teaching.