In the English Good News Bible (2nd edition of 1992), this occurrence of the Greek hoi Ioudaioi, traditionally “the Jews” in English, is translated with a term that refers to the Jewish people or is not translated at all if it implicitly refers to the Jewish people (for example “Passover” instead of “Passover of the Jews”). For an explanation of the differentiated translation in English as well as translation choices in a number of languages, see the Jews.
complete verse (John 3:25)
Following are a number of back-translations of John 3:25:
- Uma: “One day, several disciples of Yohanes argued with the Yahudi people arguing about the custom of baptism in religion.” (Source: Uma Back Translation)
- Yakan: “Then the disciples of Yahiya argued with a certain Yahudi about the custom of cleansing.” (Source: Yakan Back Translation)
- Western Bukidnon Manobo: “Then there were some disciples of John who were arguing with a Jewish person. The thing they were arguing about was the doctrine of the Jews about baptism.” (Source: Western Bukidnon Manobo Back Translation)
- Kankanaey: “The disciples of Juan, they had an argument-with one of the Jews concerning the method of baptism.” (Source: Kankanaey Back Translation)
- Tagbanwa: “Once the disciples of Juan argued with a Judio about their custom of cleansing.” (Source: Tagbanwa Back Translation)
- Tenango Otomi: “Some of John’s learners argued with some Jews about which baptism was best.” (Source: Tenango Otomi Back Translation)
disciple
The Greek that is often translated as “disciple” in English typically follows three types of translation: (1) those which employ a verb ‘to learn’ or ‘to be taught’, (2) those which involve an additional factor of following, or accompaniment, often in the sense of apprenticeship, and (3) those which imply imitation of the teacher.
Following are some examples (click or tap for details):
- Ngäbere: “word searcher”
- Yaka: “one who learned from Jesus”
- Navajo, Western Highland Purepecha, Tepeuxila Cuicatec, Lacandon: “one who learned”
- San Miguel El Grande Mixtec: “one who studied with Jesus”
- Northern Grebo: “one Jesus taught”
- Toraja-Sa’dan: “child (i.e., follower) of the master”
- Indonesian: “pupil”
- Central Mazahua: “companion whom Jesus taught”
- Kipsigis, Loma, Copainalá Zoque: “apprentice” (implying continued association and learning)
- Cashibo-Cacataibo: “one who followed Jesus”
- Huautla Mazatec: “his people” (essentially his followers and is the political adherents of a leader)
- Highland Puebla Nahuatl: based on the root of “to imitate” (source for this and all above: Bratcher / Nida)
- Chol: “learner” (source: Larson 1998, p. 107)
- Waorani: “one who lives following Jesus” (source: Wallis 1973, p. 39)
- Ojitlán Chinantec: “learner” (Source: M. Larson / B. Moore in Notes on Translation February 1970, p. 1-125.)
- Javanese: “pupil” or “companion” (“a borrowing from Arabic that is a technical term for Mohammed’s close associates”)
- German: Jünger or “younger one” (source for this and one above: Reiling / Swellengrebel)
- Nyongar: ngooldjara-kambarna or “friend-follow” (source: Warda-Kwabba Luke-Ang)
In Luang several terms with different shades of meaning are being used.
- For Mark 2:23 and 3:7: maka nwatutu-nwaye’a re — “those that are taught” (“This is the term used for ‘disciples’ before the resurrection, while Jesus was still on earth teaching them.”)
- For Acts 9:1 and 9:10: makpesiay — “those who believe.” (“This is the term used for believers and occasionally for the church, but also for referring to the disciples when tracking participants with a view to keeping them clear for the Luang readers. Although Greek has different terms for ‘believers’, ‘brothers’, and ‘church’, only one Luang word can be used in a given episode to avoid confusion. Using three different terms would imply three different sets of participants.”)
- For Acts 6:1: mak lernohora Yesus wniatutunu-wniaye’eni — “those who follow Jesus’ teaching.” (“This is the term used for ‘disciples’ after Jesus returned to heaven.”)
Source: Kathy Taber in Notes on Translation 1/1999, p. 9-16.