Techniques and Gaps in Translation of Cultural Terms: A Case of Singing for Freedom

Abstract— This research paper presents a qualitative analysis of the translation techniques employed and the resultant gaps in the Nepali translation (Phūlko Ãkhāmā) of Ani Choying Drolma’s autobiography, Singing for Freedom. The study focuses specifically on the translation of cultural terms, which are often the most challenging elements to render across linguistic and cultural boundaries. The primary objectives of the study are to identify the English cultural terms in the source text and their Nepali equivalents, to analyze the techniques used in their translation, and to pinpoint the gaps that arise in this process. The researcher adopted a qualitative research design, systematically selecting and analyzing 50 cultural terms from the autobiography. These terms were categorized into five domains: ecological, material, social, religious, and conceptual culture. The findings reveal that seven distinct translation techniques were utilized: literal translation, substitution, borrowing, sense translation, elaboration, blending, and deletion. Among these, literal translation was the most frequently applied technique (14 instances), while deletion was the least (1 instance). The study concludes that while techniques like literal translation and borrowing were effective in many contexts, they, along with substitution, elaboration, and deletion, often created semantic and cultural gaps. A notable example is the translation of "eldest brother" as sautenĭdāĭ (step-brother), which fails to convey the precise familial relationship of the source text. Deletion, in particular, was found to omit cultural meaning, thereby preventing target language readers from accessing the original flavor of the text. The study underscores that translation is not merely a linguistic exercise but a complex bicultural process. It concludes that a translator must possess a profound understanding of both the source and target cultures to minimize gaps and effectively communicate the original message. The research offers pedagogical implications and recommendations for translators, translation evaluators, and curriculum developers, emphasizing the need to incorporate translation as a core skill in language teaching and to further investigate the challenges of translating culture-specific concepts.