bread, loaf

The Greek term that is translated in English as “bread” or “loaf” is translated in Samo, it is translated as “Sago,” which serves “like ‘bread’ for the Hebrews, as a generic for food in the Samo language. It is a near-perfect metonymy that has all the semantic elements necessary for effective communication.” (Source: Daniel Shaw in Scriptura 96/2007, p. 501ff.)

In Chol it is translated as waj, the equivalent of a tortilla. (Click or tap here to see the rest of this insight)

John Beekman (in The Bible Translator 1962, p. 180f. ) explains: “The word ‘bread’ in Scripture primarily occurs as either a specific term for bread (including the Lord’s Supper), or as a generic term for food. It is not surprising, however, the some aboriginal groups use something other than bread as the staff of life. The Chols, with their cultural focus in the cultivation of corn, use waj, a type of thin corn flake. Since a meal is not complete without this main item of food, the term has been extended to include any other foods which may be served along with waj. While bread is known to them, its use is limited to a few occasions during the year when it functions as a dessert. In translating this term in the Chol New Testament, consistent use has been made of the word waj whenever the function of bread as a basic food was in focus. John 6:35, “I am the bread of life,” was thus translated with this word. If the word for bread had been used, it was feared that the Chol would compare Christ to the desirable, but not absolutely necessary, dessert.”

Robert Bascom adds his thoughts to this in relation to other Mayan languages (in Omanson 2001, p. 260): “In many Mayan languages, ‘bread’ can be translated waj or kaxlan waj. The first term literally means anything made from corn meal, while the second term literally means ‘foreigner’s waj,’ and refers to the local wheat-based sweet breads which are so popular within the broader European-influenced culture of the region. On the one hand, waj would be a better dynamic equivalent in cases where ‘bread’ meant ‘food,’ but in cases where the focus is literal or the reference well-known, kaxlan waj would preserve a flour-based meaning (though in biblical times barley was more in use than wheat) and not insert corn into a time and place where it does not belong. On the other hand kaxlan waj is not the staff of life, but refers to a local delicacy. In cases such as these, it is even tempting to suggest borrowing pan, the Spanish word for ‘bread,’ but native speakers might respond that borrowing a foreign word is not necessary since both waj and kaxlan waj are native terms that cover the meaning (though in this case, perhaps not all that well).”

tradition

The Greek that is translated as “tradition” in English is translated in Kekchí as “the old root-trunk” (in which the life of a people is likened to a tree), in Central Tarahumara, as “to live as the ancients did,” in North Alaskan Inupiatun as “sayings passed down from long-ago times,” in Navajo as “what their fathers of old told them to follow,” in Toraja-Sa’dan as “the ordinance maintained by the forefathers,” in Tzeltal as “word that has been kept from the ancients” (source for this and all above Bratcher / Nida), and in Gumuz as “the life of your fathers” (source: Loren Bliese).

In Obolo it is translated as orọmijọn̄: “the deeds of the ground” (source: Enene Enene).

disciples (Japanese honorifics)

Click or tap here to see the rest of this insight.

Like a number of other East Asian languages, Japanese uses a complex system of honorifics, i.e. a system where a number of different levels of politeness are expressed in language via words, word forms or grammatical constructs. These can range from addressing someone or referring to someone with contempt (very informal) to expressing the highest level of reference (as used in addressing or referring to God) or any number of levels in-between. One way to do this is through the usage (or a lack) of an honorific prefix as shown here in the widely-used Japanese Shinkaiyaku (新改訳) Bible of 2017.

In these verses, Jesus’ disciples are either addressed in the Shinkaiyaku Bible as o-deshi-tachi (お弟子たち) with the honorific prefix o- (Matthew 17:16, Mark 9:18, Luke 9:40) or more confrontational without -o as deshi-tachi (弟子たち) (see Matthew 9:14, Matt 12:2, Matt 15:2, Mark 7:5, Luke 19:39). (Source: S. E. Doi, see also S. E. Doi in Journal of Translation, 18/2022, p. 37ff. )

See also disciple.

formal pronoun: religious leaders addressing Jesus

Like many languages (but unlike Greek or Hebrew or English), Tuvan uses a formal vs. informal 2nd person pronoun (a familiar vs. a respectful “you”). Unlike other languages that have this feature, however, the translators of the Tuvan Bible have attempted to be very consistent in using the different forms of address in every case a 2nd person pronoun has to be used in the translation of the biblical text.

As Voinov shows in Pronominal Theology in Translating the Gospels (in: The Bible Translator 2002, p. 210ff. ), the choice to use either of the pronouns many times involved theological judgment. While the formal pronoun can signal personal distance or a social/power distance between the speaker and addressee, the informal pronoun can indicate familiarity or social/power equality between speaker and addressee.

Here, religious leaders or their representatives are addressing Jesus with the formal pronoun, showing respect. Compare that with the typical address with the informal pronoun of the religious leaders. Voinov gives two reasons for the outliers. One is a “pretense of respect. These occasions are usually marked by their use of titles of respect such as ‘teacher.'” The other reason is sincere respect, such as in the case of the lawyer in Mark 12 or Nicodemus in John 3.

complete verse (Matthew 15:2)

Following are a number of back-translations of Matthew 15:2:

  • Uma: “‘Why do your (sing.) disciples transgress the custom of our (incl.) elders? They just go ahead and eat, they do not wash-hands first according to the rules/laws.'” (Source: Uma Back Translation)
  • Yakan: “‘Why don’t your disciples follow the teachings of our (incl.) forefathers? They eat even though they have not washed their hands causing-them-to be-ritually-clean.'” (Source: Yakan Back Translation)
  • Western Bukidnon Manobo: “They asked Jesus, ‘Your disciples, why do they disobey the teachings that were left to us by our ancestors? For your disciples, they don’t wash their hands in the proper way before they begin to eat.'” (Source: Western Bukidnon Manobo Back Translation)
  • Kankanaey: “‘Why do your (sing.) disciples break the customs that we inherited from our ancestors? There they are eating and they did not follow (implied: beforehand) the correct way to wash-hands.'” (Source: Kankanaey Back Translation)
  • Tagbanwa: “‘Why don’t your disciples obey our (incl.) handed-down teachings of our (incl.) ancestors? For they eat without having washed their hands according to that teaching.'” (Source: Tagbanwa Back Translation)
  • Tenango Otomi: “‘How come your learners ignore the word left us by the old-time people? Because they do not wash the sin off which their hands have by washing before they eat.'” (Source: Tenango Otomi Back Translation)
  • Ese Ejja: “Why don’t they wash their hands before eating? They are disobeying the Jewish church rules.” (Source: Joyce A. Prettol in Notes on Translation, 1984, p. 15ff.)

disciple

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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)
  • German New Testament translation by Berger / Nord (publ. 1999): Jüngerinnen und Jünger or “female and male disciples.” Note that Berger/Nord only use that translation in many cases in the gospel of Luke, “because especially according to Luke (see 8:1–3), women were part of the extended circle of disciples” (see p. 452 and looked up at his disciples).
  • Noongar: ngooldjara-kambarna or “friend-follow” (source: Warda-Kwabba Luke-Ang)
  • French 1985 translation by Chouraqui: adept or “adept” (as in a person who is skilled or proficient at something). Watson (2023, p. 48ff.) explains (click or tap here to see more):

    [Chouraqui] uses the noun “adept,” which is as uncommon in French as it is in English. It’s an evocative choice on several levels. First, linguistically, it derives — via the term adeptus — from the Latin verb adipiscor, “to arrive at; to reach; to attain something by effort or striving.” It suggests those who have successfully reached the goal of their searching, and implies a certain struggle or process of learning that has been gradually overcome. But it’s also a term with a very particular history: in the Middle Ages, “adept” was used in the world of alchemy, to describe those who, after years of labor and intensive study, claimed to have discovered the Great Secret (how to turn base metals like lead into gold); it thus had the somewhat softened meaning of “someone who is completely skilled in all the secrets of their field.”

    Historians of religion often use the term adept with reference to the ancient mystery religions that were so prevalent in the Mediterranean in the centuries around the time of Jesus. An adept was someone who, through a series of initiatory stages, had penetrated into the inner, hidden mysteries of the religion, who understood its rituals, symbols, and their meaning. To be an adept implied a lengthy and intensive master-disciple relationship, gradually being led further and further into the secrets of the god or goddess (Isis-Osiris, Mithras, Serapis, Hermes, etc.) — secrets that were never to be revealed to an outsider.

    Is “adept” a suitable category in which to consider discipleship as we see it described in the Gospels? On some levels, the link is an attractive one, drawing both upon the social-religious framework of the ancient Mediterranean, and upon certain aspects of intimacy and obscurity/secrecy that we see in the relationship of Jesus and those who followed him. The idea that disciples are “learners” — people who are “on the way” — and that Jesus is portrayed as (and addressed as) their Master/Teacher is accurate. But the comparison is unsatisfactory on several other levels.

    First, the Gospels portray Jesus’s ministry as a largely public matter — there is relatively little of the secrecy and exclusiveness that is normally associated with both the mystery cults and medieval alchemy. Jesus’s primary message is not destined for a small, elite circle of “initiates” — although the Twelve are privy to explanations, experiences and teachings that are not provided to “the crowds.” For example, in Matthew 13:10-13:

    Then the disciples came and asked him, “Why do you speak to [the crowds] in parables?” He answered, “To you it has been given to know the secrets of the kingdom of heaven, but to them it has not been given. For to those who have, more will be given, and they will have an abundance; but from those who have nothing, even what they have will be taken away. The reason I speak to them in parables is that ‘seeing they do not perceive, and hearing they do not listen, nor do they understand.’”

    Etymologically, adeptus suggests someone who “has arrived,” who has attained a superior level of understanding reserved for very few. However, what we see in the Gospels, repeatedly, is a general lack of comprehension of many of Jesus’s key teachings by many of those who hear him. Many of his more cryptic sayings would have been virtually incomprehensible in their original context, and would only make sense in retrospect, in the wake of the events of Jesus’s passion, death, and resurrection. The intense master-student relationship is also lacking: the Gospels largely portray “the disciples” as a loose (and probably fluctuating) body of individuals, with minimal structure or cohesion. Finally, there seems to be little scholarly consensus about the degree to which the mystery cults had made inroads in Roman-ruled Palestine during the decades of Jesus’s life. According to Everett Ferguson in his Backgrounds of Early Christianity.

    Although Christianity had points of contact with Stoicism, the mysteries, the Qumran community, and so on, the total worldview was often quite different….So far as we can tell, Christianity represented a new combination for its time…. At the beginning of the Christian era a number of local mysteries, some of great antiquity, flourished in Greece and Asia Minor. In the first century A.D. the vonly mysteries whose extension may be called universal were the mysteries of Dionysus and those of the eastern gods, especially Isis.

    And Norman Perrin and Dennis C. Duling note, in their book The New Testament:

    Examples of such mystery religions could be found in Greece… Asia Minor… Syria-Palestine… Persia… and Egypt. Though the mysteries had sacred shrines in these regions, many of them spread to other parts of the empire, including Rome. There is no clearly direct influence of the mysteries on early Christianity, but they shared a common environment and many non-Christians would have perceived Christians as members of an oriental Jewish mystery cult.56

    Given the sparse archaeological and literary evidence from this period regarding mystery cults in Roman Palestine, and the apparent resistance of many Palestinian Jews to religious syncretism, Chouraqui’s use of the noun adept implies a comparison between the historical Jesus and mystery cults that is doubtful, on both the levels of chronology and religious culture. Personally, I believe this choice suggests a vision of Jesus that distances him from the religious world of ancient Judaism, thus creating a distorted view of what spiritually inspired him. But the idea of the disciples as “learners” on a journey (as the Greek term suggests) is a striking one to consider; certainly, the Gospels show us the Twelve as people who are growing, learning, and developing…but who have not yet “arrived” at the fullness of their vocation.

Scot McKnight (in The Second Testament, publ. 2023) translates it into English as apprentice.

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.

In American Sign Language it is translated with a combination of the signs for “following” plus the sign for “group.” (Source: Ruth Anna Spooner, Ron Lawer)


“disciples” in American Sign Language, source: Deaf Harbor

In British Sign Language a sign is used that depicts a group of people following one person (the finger in the middle, signifying Jesus). Note that this sign is only used while Jesus is still physically present with his disciples. (Source: Anna Smith)


“Disciple in British Sign Language (source: Christian BSL, used with permission)

See also disciples (Japanese honorifics).

Translation commentary on Matthew 15:2

Transgress (so also Moffatt) is translated “disobey” by Good News Translation. A number of English translations prefer “break” (New English Bible, Barclay, New International Version, Phillips, An American Translation). New American Bible selects “act contrary to,” and New Jerusalem Bible “break away from.” The verb literally means “go aside” or “turn aside”; however, when used of rules or regulations the meaning is “break” or “disobey.” In Matthew the question is phrased somewhat stronger than in Mark, which has “Why do your disciples not live according…?” (Mark 7.5). Die Bibel im heutigen Deutsch translates the two parallel passages in the same way, following the wording found in Mark.

The tradition of the elders (so also New Jerusalem Bible, New International Version) is translated “the teaching handed down by our ancestors” in Good News Translation. These traditions refer to the oral (and later, written) interpretation of the Old Testament laws, which developed over centuries in order to make these laws applicable in current situations. Finally, in New Testament times, these traditions became as authoritative as the Old Testament laws themselves. New English Bible translates the phrase as “the ancient tradition,” Phillips “our ancient tradition,” and An American Translation “the rules handed down by our ancestors.” It is important to render the tradition of the elders differently than “the Law.” “The teaching handed down by our ancestors” (as in Good News Translation) or “the things our ancestors taught us” will be better.

Some translators have understood Why…? as a genuine request for information. Others have seen it to be a rhetorical question which really functions as an accusation. As a result they have rendered it with a statement, such as “Your disciples are violating the teachings of our ancestors” or “It is wrong for your disciples not to follow our forefathers’ teaching.” In some languages an effective translation will be “Your disciples are not following what our ancestors taught us. Is that proper?” Probably either interpretation is acceptable.

For can easily be mistranslated. The Pharisees are indicating in what way the disciples are violating the tradition of the elders. This can be indicated with a phrase such as “Look, they don’t even wash their hands properly before they eat.” Another way will be to reverse the order of the verse, as in “Your disciples don’t wash their hands properly before they eat, and that is against the teaching of our ancestors. Why do they act this way?” Other translators will find it more natural to simply drop For, as Good News Translation has done.

“In the proper way” (Phillips “properly”) is included by Good News Translation to make explicit the meaning of wash their hands. Otherwise, readers may understand that the reference is to the washing of hands before a meal for hygienic purposes. The reference is to the special way of washing one’s hands as defined by the Pharisees for the sake of ritual cleanliness. Barclay translates “give their hands the prescribed washings.” Die Bibel im heutigen Deutsch translates “Why do they not purify their hands…,” and they follow this with a glossary note concerning the meaning of the verb “purify.” Translators can also try “wash their hands the way our religion teaches” or, if there is no word for “religion,” “the way we should if we are to honor God properly.”

When they eat is literally “whenever they eat bread.” New English Bible renders “before meals,” and New American Bible “before eating a meal.” It is important that the sequence of events be maintained in the proper order; that is, the washing of the hands took place before the eating of the meal, not during the course of the meal, as when or “whenever” might imply. Both New English Bible and New American Bible supply “a meal” as the object of the verb eat. The Greek text has “bread,” since this was the basic element in a Jewish meal. Jerusalem Bible translates “eat food,” with the footnote “Lit. ‘eat bread.’ ” In many languages an object will be necessary after the verb “eat,” and whatever word is used must suggest a regular meal.

Quoted with permission from Newman, Barclay M. and Stine, Philip C. A Handbook on the Gospel of Matthew. (UBS Handbook Series). New York: UBS, 1988. For this and other handbooks for translators see here .