https://journals.luawms.edu.pk/bjl <p>Balochistan Journal of Linguistics (BJL) is an open access and double-blind peer reviewed <strong>HEC Recognized "Y" Category</strong> National Journal published by Faculty of Languages and Literature, Lasbela University of Agriculture, Water and Marine Sciences, Uthal, Balochistan. The main objective of BJL is to provide a platform for national scholars, academicians, and researchers to share the contemporary thoughts in the fields of theoretical and applied linguistics. BJL aims to promote studies more specifically in the fields of Phonology, Syntax, Discourse Analysis, Genre Analysis, Corpus Linguistics, English for Specific Purposes, language and gender, sociolinguistics, Pragmatics, Semantics, English Language Teaching, and use of literature for teaching of English Language.</p> <p>The journal is published in both print and online.</p> <p><a href="https://hjrs.hec.gov.pk/index.php?r=site%2Fresult&amp;id=1021549#journal_result" target="_blank" rel="noopener">HEC Recognized Category "Y" Journal</a></p> <p>ISSN: 2312-5454 (Print)</p> en-US [email protected] (Prof. Dr. Nasir Abbas) [email protected] (Dr. Munir Khan Khattak (Editor)) Thu, 25 Sep 2025 09:50:38 +0500 OJS 3.3.0.11 http://blogs.law.harvard.edu/tech/rss 60 https://journals.luawms.edu.pk/bjl/article/view/111 <p>Based on Translanguaging Space as a theoretical framework, this study reports subject content teachers’ language practices in multilingual classrooms in the universities of Balochistan, Pakistan. The study is conducted amid circumstances where English as a Medium of Instruction policy troubles subject content teachers and learners in teaching and learning and, thus, hinders the process of understanding. Overall, 09 classes in three selected universities were observed on convenient basis using non-participant classroom observation as a data collection tool. Data were analyzed at conversation analysis level which revealed instructors’ deviation from ‘one-size-fits-all’ English medium of instructions (EMI) orthodoxy and their reliance on translanguaging in classroom communication. Whereas translingual practices enabled teachers to smoothly shuttle between languages, they empowered learners’ metacognitive levels by strengthening their funds of content knowledge. The implications of this research include advocacy for revising state-sponsored English-only hegemonic policy, licensing pedagogical translanguaging in classroom teaching irrespective of the academic level and recognition of local languages in the country’s language-in-education policy.</p> Muhammad Amin, Dr. Ejaz Mirza Copyright (c) 2025 Muhammad Amin, Dr. Ejaz Mirza https://creativecommons.org/licenses/by-nc-sa/4.0 https://journals.luawms.edu.pk/bjl/article/view/111 Sun, 19 Oct 2025 00:00:00 +0500 https://journals.luawms.edu.pk/bjl/article/view/112 <p>Metaphor is a fundamental mechanism of language and thought, and its (re)creation in literary translation is essential for transmitting cultural and national meanings across languages. This study examines how conceptual metaphors function within artistic discourse and how their accurate transfer preserves an author’s intent, worldview, and cultural resonance. The aim of this study is to theorize and illustrate how conceptual metaphor theory and conceptual integration can guide the faithful re-creation of metaphors across languages while retaining their semantic depth and cultural significance. A qualitative, integrative research methodology was adopted, combining philosophical–cognitive synthesis with comparative analysis and close reading of selected literary texts. Special attention was given to national-cultural symbolism and pragmatic/axiological constraints. The study reveals that metaphors encode national identity and worldview; categorizing metaphors (ontological, orientational, structural) and modeling blends improves interpretive coherence and reduces cognitive dissonance in translation; and culturally marked metaphors, especially animal and mythic symbols, require strategies beyond literal substitution to preserve function and effect. The results contribute to translator training, culturally informed lexicography, and pedagogy in cognitive stylistics, supporting principled decisions between preservation, adaptation, and explicitation strategies. The study draws on a limited set of languages and case studies; future work should employ corpus-based and psycholinguistic methods to test these results.</p> Gulasal Rofieva, Guzal Kambarova Copyright (c) 2025 Gulasal Rofieva, Guzal Kambarova https://creativecommons.org/licenses/by-nc-sa/4.0 https://journals.luawms.edu.pk/bjl/article/view/112 Tue, 23 Sep 2025 00:00:00 +0500