Translating sayings into English – with some funny results

Steffanie Zazulak
A man sat on a bench outdoors holding a phone smiling
Reading time: 3 minutes

We all use phrases to express our emotions and feelings. These are known as idioms – an expression with a figurative meaning that differs from its literal meaning. Sometimes they don’t appear to make any sense at all and this is because they have evolved to mean different things.

We’ve previously looked at some of the strangest English phrases – where they came from and what they mean. But these quirks of speech exist in many different languages. Here, we take a closer look at some common phrases and you’ll see that translating your favorite sayings into English can produce some amusing results.

Not my circus, not my monkey

This idiom, “nie mój cyrk, nie moje malpy”, is used by Polish speakers to state that something is not their responsibility or “not my problem”.

An English phrase with a similar meaning is: “Tell it to the hand.” 

Not all doughnuts come with a hole

This English translation of the Italian phrase “non tutte le ciambelle riescono col buco”, is a reminder that things do not always turn out the way we expect. A “ciambelle” is a round cake that is popular as a treat in Italy.

An English phrase with a similar meaning is: “You win some, you lose some.”

The raisin at the end of a hot dog

This Icelandic saying, “rúsínan í pylsuendanum”, acknowledges that it’s not usual to find a raisin at the end of a hot dog – so sometimes you might find an unexpected surprise at the end of something.

An English phrase with a similar meaning is: “Out of the blue.”

I’m not hanging noodles on your ears

This Russian saying, “вешать лапшу на уши”, means you’re not trying to fool someone, emphasising that what you’re saying is true – even if it appears to be a surprise.

An English phrase with a similar meaning is: “I’m not pulling your leg.” 

As clear as dumpling broth

A sarcastic saying from Germany, “klar wie Kloßbrühe”, means that something is not at all clear – because dumpling soup is not at all clear or easy to see through.

An English phrase with a similar meaning is: Clear as mud.” 

Pay the duck

This Portuguese phrase, “pagar o pato”, is used when someone takes the blame for something they didn’t do.

An English phrase with a similar meaning is: “Be the fall guy.”

Give pumpkins to someone

We’re not sure why giving pumpkins to someone became such a bad thing in Spanish-speaking countries, but this idiom, “Dar calabazas a alguien”, means that you reject someone.

An English phrase with a similar meaning is: “Show them the door.” 

To let a frog out of your mouth

This Finnish saying, “päästää sammakko suusta”, is uttered when someone accidentally says something they shouldn’t have. There’s an animal-related English phrase that is similar, but it involves cats...

An English phrase with a similar meaning: “To let the cat out the bag.”

Not the yellow from the egg

The German idiom “nicht das Gelbe vom Ei” literally translates to "not the yellow from the egg," and it is used to express that something is not particularly good. This phrase often implies that while something may be acceptable, it falls short of being excellent or ideal.

An English phrase with a similar meaning: “It's less than perfect.”

How many more phrases can you think of?

So the next time you come across a strange idiom in another language, try translating it into English – you never know what interesting phrases you may discover. So keep learning new languages and expanding your understanding of different cultures.

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    Always take a big bite
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    A new calendar year offers a natural reset, an opportunity for your learners to pause, look back and lean forward with purpose. Reflection isn’t just a feel-good exercise; it’s a powerful learning accelerator. It helps students consolidate knowledge, develop metacognition and set actionable goals. It also helps you, the teacher, gain insights into what’s working, what needs adjustment and how to sustain momentum. Below are activities that fit into real classrooms and real schedules, with variations for different age groups and subject areas.

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    Reflection builds self-awareness and agency. When students name what they’ve learned and where they want to grow, they’re more likely to persevere and achieve. For you, structured reflection provides a clearer picture of learning gaps and strengths, enabling intentional planning. Think of these routines as small investments that pay off in greater engagement, clearer goals and smoother instruction all year long.

    Quick wins you can do in one class period

    Rose–Thorn–Bud

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    Start–Stop–Continue

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    • Variations: Subject-specific (start annotating texts, stop cramming, continue reviewing notes nightly).

    3–2–1 Learning snapshot

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    • How-to: Prompt with “three concepts I understand now”, “two questions I still have” and “one resource or strategy that helped me learn”.
    • Teacher moves: Use the “two questions” to plan mini-lessons or office-hours topics. Share a class list of “one resource” to build a peer-sourced toolkit.
    • Tools: Paper exit tickets or a quick digital form, whatever is easier and quicker for you. 

    Peer reflection interviews

    • Purpose: Build belonging and metacognition through conversation.
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    • Teacher moves: Teach active listening (eye contact, paraphrasing) and capture themes. Close with a 2-minute write: “One insight I gained from my partner.”
    • Variations: Record short audio or video reflections for classes using multimedia tools.

    Two stars and a wish (Portfolio refresh)

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    • Teacher moves: Model with your own sample. Provide a rubric for reflective depth (specificity, evidence, next steps).
    • Variations: Early grades can draw or use photos; older students link to digital artifacts.

    Deeper dives for week-one routines

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    • Teacher moves: Guide students to identify strategies that worked (study groups, retrieval practice), then add them to their plan. Create wall or digital gallery for optional sharing.
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    Goal-setting conferences

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    • How-to: Provide a short goal sheet: “My priority skill”, “Evidence I’ll use”, “Daily/weekly actions”, “Support I need”, “Check-in date”.
    • Teacher moves: Rotate through 3-minute conferences to coach students toward clarity and feasibility. Encourage process goals (such as practicing 10 minutes daily) alongside performance goals.
    • Variations: Small-group coaching if individual conferences aren’t feasible; student-led with peer feedback for time efficiency.

    Class norms refresh (Community agreements)

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    • Equity lens: Ensure norms protect voice and belonging, not just compliance.

    Make it stick: Implementation tips

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    Inclusive informed considerations

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    A quick start plan for week one

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