Exploring the Philosophical Idea of Ecological Education in English and American Literary Translation in the Context of Cultural Differences

Abstract

The Chinese economy has presently gained critical headway and is as of now internationalizing. The conventional class of American writing has been expanded to incorporate countless English-talking countries today as a feature of the globalization of writing. Due to the connection among language and culture, translation includes a surface change of semantic images as well as a significant change and move of different cultural practices. The deficiency of the source language culture in the objective language will bring about a huge decrease in the cultural worth of translation. Taming and free translation of particular cultural pictures in the source language regularly neglect to convey the unmistakable cultural meaning of the source language. The objective of the ongoing review was to decide the way that intently American English language teaching (ELT) course readings stick to ecolinguistics' centre ideas. To do this, the review utilized content examination to check out at EE in reading material. The outcomes show that doublespeak is normal, which decreases the risk of natural issues in progress, and that the shortfall of organization clouds significance in texts. Also, the utilization of the aloof voice in stories clouds the culpability of people who hurt the climate. These discoveries have huge educational consequences for how climate units are created in ELT reading material.