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Journal articles on the topic 'Children’s literature translation'
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1
Li, Li. "Translating children’s stories from Chinese to English." Babel. Revue internationale de la traduction / International Journal of Translation 63, no. 4 (November 20, 2017): 506–22. http://dx.doi.org/10.1075/babel.63.4.03li.
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Translation, according to the German functional approach to Translation Studies, is a purpose-driven interaction that involves many players. Translating children’s stories is no exception. Using her personal experience of translating Mr. Wolf’s Hotline, a book comprising 47 Chinese children’s stories by Wang Yizhen, a contemporary Chinese writer , in light of the Skopos and text-type theories of functional approach in particular, the author has outlined the strategies and methods adopted in her translations in terms of language, structure and culture. With child readers in mind during the translation process, the translator has used rhetorical devices, onomatopoeic words, modal particles, and also changed some of the sentence structures of the stories, such as from indirect sentences into direct quotations, and from declarative sentences into questions. In terms of culture, three aspects, namely, the culture-loaded images, the names of the characters and nursery rhymes are singled out for detailed analyses. Though marginalized, ‘children’s literature is more complex than it seems, even more complex’ (Hunt 2010: 1), and translation of children’s literature is definitely challenging. This paper outlines the strategies and methods the author has adopted in translating some children's stories from Chinese to English.
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Guo, Wentao. "Eco-translatology-based Analysis of Children’s Literature Translation—A Case Study: Peter Pan." English Language and Literature Studies 11, no. 2 (May 25, 2021): 57. http://dx.doi.org/10.5539/ells.v11n2p57.
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Children’s literature occupies a peripheral position in literature system according to the polysystem theory so that the translators of children’s literature can manipulate the texts with great liberty. The translator of children’s literature in the ternary relation of translation, namely the source texts, the translator and the target text, is in a relatively important position. Thus, it is a feasible way to analyze the translation of children’s literature from the translator-centered perspective. Eco-translatology is a translator-centered translation theory, aiming to analyze how the translator selects and adapts during the translation process in the translational eco-environment. In this paper, the author will adopt Eco-translatology as the translation framework to analyze the translation of children’s literature, and try to explore how ‘children’, an important factor in the translational eco-environment, influences the translator’s selection and adaptation in the process of translating children’s literature. Furthermore, the author will take Peter Pan as a case study, comparing two Chinese versions of this book to analyze how the two translators adapt and select differently from those three dimensions during the translation process, as one follows the target-reader-oriented strategy and the other one follows the source-text-oriented strategy.
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Hryciv, Nataliya, and Roksolana Syndeha. "PECULIARITIES OF TRANSLATING CHILDREN’S LITERATURE." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 11(79) (September 29, 2021): 64–67. http://dx.doi.org/10.25264/2519-2558-2021-11(79)-64-67.
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The article focuses on the analysis of children’s literature translation. The definition of children’s literature is researched in the article, taking into account its purpose, audience and content, which makes it an interesting subject for studying. The function of the translated text in the target culture may also differ from the one intended by the author. The current study will take into account all of the mentioned factors (purpose, audience and content), taking a functionalist approach to the analysis. While translating children’s literature, the translator is not only the mediator between two systems of language and culture, but he also becomes the second writer of the work. Not only he is to transfer the meaning of the ST (source text) message, but also make it comprehensible for the target audience, which, thus, makes him bear in mind all the features of children’s book.. In the article the special attention is paid to the techniques of translating and its specific issues. The main approaches of translating for children and the features of children’s literature have been also researched.
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Kwok, Virginia. "Faithfulness in translation of children’s literature." Babel. Revue internationale de la traduction / International Journal of Translation 62, no. 2 (August 10, 2016): 278–99. http://dx.doi.org/10.1075/babel.62.2.06kwo.
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Faithfulness as a principle of translation has been upheld for a long time despite many debates among scholars in the field. In the context of translating children’s literature, this poses further challenges and recent studies have yet to reach a conclusion (Epstein 2012; Nikolajeva 2011; Henitiuk 2011; Kruger 2011; Emery 2004; Dai 2001; Hervey 1997). In this article, from the sociological perspective, I shall discuss this issue by examining Klingberg (1986)’s approach of being faithful to the source text and Oittinen (1993)’s strategy of being faithful to the readers respectively. A study of Chinese translations of The Adventures of Huckleberry Finn for children readers will be looked at. Methods of dialogical approach: purification, simplification, rewording and modernization will be compared with equivalence method to find out which one offers a better reader reception. I argued that having an orientation and purpose of translation with a dialogical view will benefit readers more than simply adhering to the original without deviation at linguistic level. The reasons are that the target text will be more comprehensible for children readers’ stage of cognitive and psychological development, life experience, knowledge, cultural tolerance and linguistic development in reading gems of foreign literature in translation.
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Huang, Furong. "Translation Aesthetics in Children’s Literature." Theory and Practice in Language Studies 7, no. 12 (December 3, 2017): 1327. http://dx.doi.org/10.17507/tpls.0712.22.
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Despite the fact that children’s literature is an important branch of the literary polysystem, it was neglected as a peripheral subject for long. It is not until in recent years that much attention is increasingly poured into it due to the rapid development of economy and booming cross-cultural exchanges. Currently, the newly-developed children’s literature is gradually occupying a dominant position and winning children’s favor. Translated works are no exception. Numerous classic children’s literary works from abroad are translated and retranslated. People tend to care much about translation activities, yet forget to formulate the theoretical framework. The thesis attempts to explore how to incorporate translation aesthetics into children’s literature translation. Children’s literature is characterized by its artistry, which is no doubt linked to children’s unique disposition. Children’s rich imagination, their acute sense of color, rhythm and children-favored animated images, etc. should be given priority in the process of translation. Based on Liu Miqing’s interpretation of translation aesthetics, the thesis will be developed from the perspective of the aesthetic object, the aesthetic subject and their respective aesthetic constituents. Further discussion is given as to the realization of aesthetic transference and representation in translating children’s literature under the guidance of translation aesthetics.
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O’Sullivan, Emer. "Narratology meets Translation Studies, or, The Voice of the Translator in Children’s Literature." Meta 48, no. 1-2 (September 24, 2003): 197–207. http://dx.doi.org/10.7202/006967ar.
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Abstract When critics identify ‘manipulations’ in translations, these are often described and analysed in terms of the differing norms governing the source and the target languages, cultures and literatures. This article focuses on the agent of the translation, the translator, and her/his presence in the translated text. It presents a theoretical and analytical tool, a communicative model of translation, using the category of the implied translator, the creator of a new text for readers of the target text. This model links the theoretical fields of narratology and translation studies and helps to identify the agent of ‘change’ and the level of communication in which the most significant modifications take place. It is a model applicable to all translated narrated literature but, as examples illustrate, due to the asymmetrical communication in and around children’s literature, the implied translator as he/she becomes visible or audible as the narrator of the translation, is particularly tangible in translated children’s literature.
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Sayaheen, Mohannad, Tengku Sepora Tengku Mahadi, and Bilal Sayaheen. "FOREIGNIZING OR DOMESTICATING ENGLISH CHILDREN’S LITERATURE TRANSLATED INTO ARABIC: THE CASE OF ALICE’S ADVENTURES IN WONDERLAND." International Journal of Humanities, Philosophy and Language 2, no. 8 (December 15, 2019): 175–87. http://dx.doi.org/10.35631/ijhpl.280013.
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This study investigated two significant translation methods, namely foreignization and domestication, when translating children’s literature from English into Arabic. The purpose of the study is to find answers for two questions. First, do the norms regulate the translation of English children’s literature into Arabic. Second, to which method do translators opt for when translating English children’s literature into Arabic. The current paper attempts to identifying whether translating English children’s literature into Arabic is regulated by norms or not. The translator has one option when translating a text, either to domesticate or to foreignize the text based on Schleiermacher’s method of translation. Two translated versions of Alice’s Adventures in Wonderland were analysed at the level of diction and discourse. A descriptive analysis of the norms was used to analyse this study and specific theoretical frameworks were used by the researchers in order to classify the selected items. The classification included ten major categories proposed by Klingberg (1986). After spotting the selected items based on the mentioned theoretical framework, each item translated in both versions was classified based on the two main methods that consist the centre of the current study i.e., domestication and foreignization Pedersen (2005). The results of the analysis show that the translations of these two Arabic versions are not systematically regulated by norms; examples of both foreignization and domestication were found in both versions. However, the analysis shows that either domestication or foreignization is more prevalent in each version.
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Metcalf, Eva-Maria. "Exploring Cultural Difference Through Translating Children’s Literature." Meta 48, no. 1-2 (September 24, 2003): 322–27. http://dx.doi.org/10.7202/006978ar.
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Abstract This article is descriptive in nature, presenting a student-faculty project in which participants translated a short children’s story from German into English in order to explore the cultural embeddedness of language and the hermeneutic nature of translation. By reflecting on issues surrounding the translation of children’s literature and by imitating the situation of a professional translator, project participants gained insight into the workings of language and the complexities associated with translation.
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Čermáková, Anna. "Translating children’s literature: some insights from corpus stylistics." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 71, no. 1 (January 15, 2018): 117–34. http://dx.doi.org/10.5007/2175-8026.2018v71n1p117.
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In this paper I explore the potential of a corpus stylistic approach to the study of literary translation. The study focuses on translation of children’s literature with its specific constrains, and illustrates with two corpus linguistic techniques: keyword and cluster analysis — specific cases of repetition. So in a broader sense the paper discusses the phenomenon of repetition in different literary (stylistic) traditions. These are illustrated by examples from two children’s classics aimed at two different age groups: the Harry Potter and the Winnie the Pooh books — and their translations into Czech. Various shifts in translation, especially in the translation of children’s literature, are often explained by the operation of so-called ‘translation universals’. Though ‘repetition’ as such does not belong to the commonly discussed set of translation universals, the stylistic norms opposing repetition seem to be a strong explanation for the translation shifts identified.
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Tabbert, Reinbert. "Approaches to the translation of children’s literature." Target. International Journal of Translation Studies 14, no. 2 (December 31, 2002): 303–51. http://dx.doi.org/10.1075/target.14.2.06tab.
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College of Higher Education, Schwäbisch Gmünd Children’s literature, a traditional domain of teachers and librarians, has, in the past 30 years, been made a subject of academic research. Simultaneously, more and more studies have been dedicated to the translation of children’s literature. There are four important factors which have prompted such studies: (1) the assumption that translated children’s books build bridges between different cultures, (2) text-specific challenges to the translator, (3) the polysystem theory which classifies children’s literature as a subsystem of minor prestige within literature, and (4) the age-specific addressees either as implied or as real readers. This review of critical approaches to the translation of children’s literature is structured in such a way that the methodological shift from source orientation to target orientation becomes obvious.
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Alla, Aida. "Challenges in Children's Literature Translation: a Theoretical Overview." European Journal of Language and Literature 2, no. 1 (August 30, 2015): 15. http://dx.doi.org/10.26417/ejls.v2i1.p15-18.
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There is an increasing demand for translation of children’s literature nowadays and this demand is accompanied by an increased need for the researchers to study the nature and feature of such a discipline. It is worth mention that the word “children’s literature” in English-speaking countries is a broader term covering children, adolescents and sometimes young adults. The present paper aims to highlight some comprehensive theoretical aspects concerning children’s literature translation. Special attention is paid to the issues which have generated lots of intense and ongoing debates among theoreticians as to which translation strategies and procedures would be more beneficial to the target language child reader. Before elaborating on such issues, this paper casts some light on the various definitions of children’s literature and its characteristics, its status and the role it exerts on the potential readership. Ambivalence of children’s literature – the texts being addressed to both children and adults – constitutes one of the biggest challenges for the author and the translator of children’s literature alike. Such a phenomenon is investigated in this paper illustrated with some book titles. Another feature which is tackled in this paper is that of asymmetry, which refers to the unequal communication levels between adults and children. Finally, conclusions will be drawn regarding to most popular theoretical trends of children’s literature and children’s literature translation.
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O'Sullivan, Emer. "Translating children’s literature: what, for whom, how, and why. A basic map of actors, factors and contexts." Belas Infiéis 8, no. 3 (July 25, 2019): 13–35. http://dx.doi.org/10.26512/belasinfieis.v8.n3.2019.25176.
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This article presents a systematic look at the different actors, factors, and contexts involved in the field of translating children’s literature. Taking as its point of departure the somewhat provocative question “Why translate children’s literature?”, it goes on to parse the three component parts. “Why?” involves looking at the motivation and interests of the various human and non-human actors (publishing houses, organizations, translators etc), as well as the complex interplay of geopolitical, economic, and cultural factors on publishing and literary transfer. Of the verb “translate” is asked “for whom?”, to examine questions of address and its role in translation, and then “how?”, to discuss determinants, strategies, and tendencies in translating children's literature. “Children’s literature”, the object of the translation activity, will be looked closely in response to the question “what?”, to illustrate the heterogeneity of its corpus and to show that it encompasses more genres and forms than are commonly featured in studies of translated children’s literature. The overall goal of the article is to provide a basic map of this complex field.
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Joosen, Vanessa. "Children’s Literature in Translation: Towards a Participatory Approach." Humanities 8, no. 1 (March 6, 2019): 48. http://dx.doi.org/10.3390/h8010048.
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In the Netherlands and Flanders, more or less a fifth of all children’s books are translations. The decision of what gets translated and funded is, for the most part, informed by adults’ decisions. This paper offers a first step towards a more participatory approach to the translation of books for young readers by investigating children’s understanding of translation processes and the criteria that they put forward as desirable for the international circulation of children’s books. It presents the findings from interviews and a focus group talk with child members of the “Kinder- en Jeugdjury Vlaanderen”, a children’s jury in which the jurors read both original and translated works. While the children did not always realize which books were translated, they did express clear views on their preferred translation strategies, highlighting the potential to learn about other cultures while also voicing concern about readability. They cared less about exporting their own cultural heritage to other countries, and put the focus on the expansion of interesting stories to read as the main benefit of translations. While this project still involved a fairly high level of adult intervention, it makes clear the potential of children to contribute to decisions about the transnational exchange of cultural products developed for them.
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Ghoreishi, Seyyed Mohammad Hossein, and Sirwan Aminzadeh. "The Effects of Translation Shifts on The Readability in Translation of Children’s Literature." Asian Social Science 12, no. 6 (May 20, 2016): 239. http://dx.doi.org/10.5539/ass.v12n6p239.
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<p>This study examines the effects of translation shifts on the level of readability in translating children’s literature. It conducts this study on three Persian translations of “<em>Alice’s Adventures in the Wonderland</em>” to rank Catford’s shifts based on their effects on the readability of translation. To do that, in this study, the typology of Catford’s shifts will be extended, and the way to measure text readability will be modulated to include the effects of these shifts on the translation readability.</p><p>Thus, Ranking 14 types of shifts, the study reveals that complex shifts (represented as clauses and groups in the texts) are more effective than simple shifts (which are symbolized as single word -nouns and adjective, determiners- in the text) on the readability of translations. This means the complex shifts are more recognizable for children. Of course, verbs, although are mostly the representatives of simple shifts, are very effective on readability of text. Since, they, along with clause and group segments, are will recognizable for them. Therefore children cannot determine the place of single words in the text, but are expert in realizing word clusters in form of clauses and groups.</p>
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Sousa, Cristina. "TL versus SL Implied Reader: Assessing Receptivity when Translating Children’s Literature." Meta 47, no. 1 (August 26, 2004): 16–29. http://dx.doi.org/10.7202/007988ar.
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Abstract The reader of a translated text is particularly important when the translation is intended for a young audience. The translation must take into account the cultural knowledge of the intended reader. This article applies to translation studies some of the concepts advanced by critics Wolfgang Iser and Wayne Booth within the theory of literary reception. It looks at the rapport between the translator and the author, the implicit translator and the implicit author, the implicit target reader and the implicit source reader. Based on examples taken from an adaptation of Dorrit by Charles Dickens and the Portuguese translation of the Wolves of Willoughby Chase Chronicles by Joan Aiken, the article seeks to examine the role of the translator in assessing receptivity of the text.
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Beauvais, Clementine. "An emergent sense of the literary: Doing children’s poetry translation in the literature classroom." Journal of Literary Education, no. 2 (December 6, 2019): 8. http://dx.doi.org/10.7203/jle.2.14827.
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This article brings together findings from translation theory, the poetics of children’s poetry, and the pedagogy of translation, in an attempt to theorise the practice of poetry-translation in the literary classroom. I argue that translating children’s poetry in the context of translation workshops mobilises skills, and encourages ways of thinking about poetry, that espouse particularly well one of the complex challenges of literary education: namely, triggering in learners an emergent sense of the literary. Poetry-translation, I contend, allows for profoundly experiential engagement with some of the most sophisticated, and least easily articulated, aspects of the aesthetics of literature – prominently, the resistance of the literary text to paraphrase, the lack of a clear content-form dichotomy, and the embodied aspects of the literary encounter. Because translating is never just writing, but always already writing one’s reading, the translation of poetry in the literary classroom requires pupils to capture, experience, and take ownership of their encounters with literature, in order to re-express them. I first explain the practice of literary translation in the classroom; I then talk about contemporary poetry translation theory and its deeply phenomenological approach to text. I next show why the particular poetics of children’s poetry situate that kind of text ideally for a pre-semantic, intuitive approach to poetry translation. Finally, I look at the writing process as a way of turning the pupil into what Roland Barthes calls a poéticien, a person whose poetry-writing does theoretical work.
Key words: children’s poetry, translation, literary education, aesthetics
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Carvalho, İmren Gökce Vaz de. "Repurposed texts and translation: the case of José Saramago’s El Silencio del Agua in Turkish." Translation Matters 3, no. 1 (2021): 58–75. http://dx.doi.org/10.21747/21844585/tm3_1a4.
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: This article focuses on the Turkish translation of a picturebook by Portuguese Nobel laureate author José Saramago, first published in 2012 after the author’s death. The source text for this translation was a Spanish picturebook for children, El Silencio del Agua, created by the Barcelona-based publisher Libros del Zorro Rojo in 2011 by publishing an excerpt from the Spanish translation of Saramago’s book As Pequenas Memórias(Las Pequeñas Memorias, 2007) as an illustrated stand-alone children’s book. This represents a repurposing of the work since both As Pequenas Memóriasand Las Pequeñas Memoriastargeted an adult readership. The Turkish picturebook, translated from the “original”Spanish picturebook, was published with the same illustrations by Manuel Estrada. Meanwhile, the Portuguese work As Pequenas Memóriashad also been translated into Turkish, much before the publication of the picturebook, by another translator directly from Portuguese. Inthis study, the two Turkish translations (the Turkish picturebook and the equivalent passage from the Turkish translation of the ultimate source text) are compared to find out how repurposing a text originally written for adult readership as children’s literature influences its translation. The case of El Silencio del Aguain Turkish also raises interesting questions about how the cultural status of author and translator affects translation, as well as touching on current debates taking place in the spheres of children’s literature, retranslation, indirect translation, and reception studies.
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Zhou, Wenjia, and Yuying Li. "On Children’s Literature Translation from the Perspective of Manipulation Theory—A Case Study of the Ren Rongrong’s Chinese Translation of Charlotte’s Web." Theory and Practice in Language Studies 9, no. 6 (June 1, 2019): 666. http://dx.doi.org/10.17507/tpls.0906.08.
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With the cultural turn in translation studies in 1970s, the focus of translation studies was gradually changed from traditional linguistics to culture. André Lefevere put forward to Manipulation Theory that has further broadened the field of translation studies. It holds that translation is not to realize the meaning equivalence between source text and target text, but to realize the compromise between the source cultural system and the target cultural system, in which the translation will be manipulated by some factors. Because Children’s Literature is classified specially, it may be influenced by different cultural system. Therefore, this paper chooses Chinese translation of Charlotte’s Web as a case study from the perspective of Manipulation Theory, which draws a conclusion that ideology, poetics and patronage have impacts on translation strategies of children’s literature, in order to facilitate new theoretical researches and improve Chinese translations of Children’s Literature.
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Kibbee, Douglas A. "When Children’s Literature Transcends its Genre." Meta 48, no. 1-2 (September 24, 2003): 307–21. http://dx.doi.org/10.7202/006977ar.
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Abstract A book such as Alice in Wonderland, written for a girl, but nowadays understandable only by adults, the translation of proper nouns can reveal the audience for which translators have addressed their works. This article looks at the translation of proper nouns. These cultural traits are first names, historical references, place names and names of languages: should these be changed to facilitate comprehension by children? This study is then used to evaluate some aspects of theories proposed by Shavit and Oittinen concerning adaptation and translation.
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Kurniawan, Mozes. "The Analysis of Interlingual and Intralingual Interference in Children’s Literature Translation Project." Celt: A Journal of Culture, English Language Teaching & Literature 18, no. 2 (December 22, 2018): 223. http://dx.doi.org/10.24167/celt.v18i2.1177.
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Translation is important in preparing children's literature, especially in children's education. When a prospective teacher does not correctly translate teaching materials, children will be impacted by such inaccuracies such as learning confusion, improperly instilled socio-cultural values and even inadequate intellectual development. The disturbances mentioned are under these two condition such as: interlingual interference (also known as transfer between languages) and intralingual interference (also known as transfer in one language) which is reflected from the translation of English-language teaching materials. This research was a descriptive research aiming to find out, describe and explain the interlingual and intralingual interference found in children’s literature translation project. Participants of this research were students who joined in English Language Learning class of Early Childhood Teacher Education study program, Faculty of Teacher Training and Education, Universitas Kristen Satya Wacana Salatiga. By using translation task/project and semi-structured interview, the research data was collected. The result showed that students still encounter interlingual and intralingual interference especially in some categories. This finding triggered English language practitioners to cope with translation disorder in order to produce the best translated material for children’s education.
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Naghmeh-Abbaspour, Bita. "THE IMPACT OF DOMINANT IDEOLOGY ON FRONT COVERS OF TRANSLATION OF CHILDREN’S LITERATURE IN IRAN." Humanities & Social Sciences Reviews 8, no. 3 (May 26, 2020): 480–88. http://dx.doi.org/10.18510/hssr.2020.8352.
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Purpose of the study: The present research aims to explore the impact of the dominant ideological values on the front covers (as a form of paratexts) of translations of children’s literature in Iran. Moreover, the study is going to discuss the effect of such ideological manipulation on the children’s perspective about the world as well as their own identity.
Methodology: Based on the Foucauldian sense of discourse, which considers any piece of knowledge, either textual or visual, as discourse, the study employs discourse analysis (DA) as its theoretical and analytical framework. Accordingly, the collected data of this study consist of front covers, are understood as discourse, and each one is analyzed carefully with a focus on the impact of ideological manipulation on paratextual material of Persian translations of children’s literature.
Main Finding: The findings revealed the supreme role of ideological constraints in the manipulation of front covers of translations of children’s literature in Iran.
Application of the study: The current study contributes to the existing body of knowledge on the ideological manipulation of translation of children’s literature at the paratextual level in particular.
Novelty/Originality of this study: With respect to the marginal position of translation of children’s literature in the Iranian literary polysystem, little effort has been made in this area, and ideological studies of this genre in Iran, in particular. Therefore to fill this void, the current study attempts to examine the impact of ideological constraints of Iranian society on the translation of children’s literature.
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Zhao, Meijuan, Lay Hoon Ang, Sabariah Md Rashid, and Florence Haw Ching Toh. "Translating Narrative Space in Children’s Fiction Bronze and Sunflower From Chinese to English." SAGE Open 12, no. 1 (January 2022): 215824402110684. http://dx.doi.org/10.1177/21582440211068498.
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Translating narrative space is a necessity due to its fundamental role in children’s literature. To date, studies have shown that efforts to examine the strategy in rendering the space issues in children’s literature translation remain scarce. Responding to that, the paper aims to explore how narrative space is transferred from one language to another. The theoretical framework is based on Ryan et al.’s model of narrative space and Baker’s framing strategies. A qualitative approach is designed to study the renowned Chinese children’s literature Bronze and Sunflower and its English version. A total of 146 examples are purposively selected as the samples. The findings show that selective appropriation is the most frequently used framing strategy. Also, it is observed that the translator prefers to omit some repeated settings and descriptions of spatial frames even though the source text elaborates them, consequently softening the sense of space in the target context. The findings may provide new insights into a better understanding of spatial issues in the translation of children’s literature.
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Todorova, Marija. "The Western Balkans in translated children’s literature." Transnational Image Building 10, no. 1 (July 12, 2021): 94–114. http://dx.doi.org/10.1075/ts.20011.tod.
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Abstract This study approaches translations as framing and representation sites that can serve to either contest or promote stereotypes. Critically looking at textual and visual images of the source culture, the discussion considers how the particular location of different participants in the translation production process contributes to the presentation of violence as a predominant image of Western Balkan nations. The analysis uncovers networks of source-based production participants focusing on images of ‘nesting’ Balkanisms and self-representations centring on love and humaneness. On the other hand, networks led by editors located in the target culture often emphasise the preconceived stereotypes of dominant violence in the Western Balkans or turn towards globalising the images of violence.
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Penrod, Lynn. "Pottering Around: Harry Potter in Translation." TranscUlturAl: A Journal of Translation and Cultural Studies 1, no. 3 (February 15, 2011): 19. http://dx.doi.org/10.21992/t9mp61.
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By May of 2008 worldwide sales of Harry Potter books hovered around the 400 million mark, making these texts the most widely-read works of children’s literature in history. To date the books have been translated into 67 languages. Given the particular translation issues involved in the translation of these highly imaginary English texts (culture, rhymes, anagrams, acronyms, invented words, proper nouns and names, among many others) combined with the series’s incredibly lucrative sales success, it is not surprising that the international translation process has become highly competitive as well as highly problematic. Unauthorized or pirate translations, fake translations, Americanization as translation—all of these lead us to a basic questioning of the role of the translator and just how much of an impersonator s/he is required to be by the task of translation.
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Zhang, Wen. "La restitution de l’« effet-monde » dans le récit." FORUM / Revue internationale d’interprétation et de traduction / International Journal of Interpretation and Translation 17, no. 1 (July 26, 2019): 77–98. http://dx.doi.org/10.1075/forum.18011.zha.
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Abstract This article aims to study the recreation of the “world-effect” in the translation of a narrative text. Using a corpus made up of three Chinese translations of Charles Perrault’s Sleeping Beauty published in different periods, we find that in the translation of children’s literature, the translator may face various difficulties (ex. the sociohistorical constraints, editorial policy…). Thus, he often tends to adopt different strategies (Chinesizing, exotisizing, infantilizing) which would inevitably lead to different effects for the target readership.
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Shen, Chu. "Translation, Children’s Literature, and Lu Xun’s Intellectual Struggles." Bookbird: A Journal of International Children's Literature 53, no. 4 (2015): 4–11. http://dx.doi.org/10.1353/bkb.2015.0076.
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Dollerup, Cay. "Translation for Reading Aloud." Meta 48, no. 1-2 (September 24, 2003): 81–103. http://dx.doi.org/10.7202/006959ar.
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Abstract The article takes a look at the translation of children’s literature intended for reading aloud. The pragmatic (or theoretical) point of departure is a ‘narrative contract’ between the child (audience) and the reader as in the oral tradition of yesteryear. It is therefore argued that, at least initially, children’s literature for reading aloud was a continuation of the narrative tradition in the extended family adapted to the conditions and mores of the nuclear family. The nuclear family was a 19th century innovation promoted by the new middle classes, and they best carried on the narrative tradition by means of stories such as those of the brothers Grimm in Germany and Hans Christian Andersen in Denmark. Referring to an informal questionnaire among Translation Studies scholars covering eleven countries, it is concluded that the tradition of reading aloud for children is alive and well. This leads to a model for the translational situation for read-aloud literature that calls for guiding principles in the exploration of differences between ‘originals’ and ‘translations.’ Having introduced such layers, viz. the structural, the linguistic, the content and intentional ones, a paratextual and chronological layer are also called for, because of the ubiquity of modern co-prints and the need to introduce diachronic perspectives. The article discusses decision-makers in the process of translation, such as publishers and the like, and also briefly views questions of translational traditions before it discusses translations of the Grimm Tales into English and Danish, to conclude that there are two different schools of ‘respectable translators,’ one targeting stories for reading aloud and another for silent reading, even though the translators may not be aware of this. The final part takes up questions concerning the translation of names, rhymes, and a highly complex text which is discussed in depth. The conclusion is that translation for reading aloud is an art requiring great competence of translators. It also ought to attract more attention from Translation Studies scholars because it questions fundamentals in translation work that are also found in other types of translation. Readers should read aloud the passages cited in order to appreciate the commentary!
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Thomson-Wohlgemuth, Gabriele. "Children’s Literature and Translation Under the East German Regime." Meta 48, no. 1-2 (September 24, 2003): 241–49. http://dx.doi.org/10.7202/006971ar.
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Abstract This paper describes the status of translation and publication of East German children’s literature during the period of the Cold War. It briefly gives an indication of the high value placed on translation and translators in the socialist regime. Finally it focuses on the main criteria influencing the translation and publication of children’s books with the economic and ideological factors being the most significant and gives brief examples from the East German censorship files.
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Asghari, Mehdi, and Bahloul Salmani. "Cultural-context Adaptation in Translation of Children's Short Stories from English to Persian." Theory and Practice in Language Studies 6, no. 5 (May 17, 2016): 965. http://dx.doi.org/10.17507/tpls.0605.08.
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The importance of children’s literature in comparison with the traditional form of translation is something trivial and this is regrettable since translating for children should be done so skillfully that there may be no mental or emotional harm for children. Puurtinen (1994) believes that writing and translating for children which is often regarded as a simple and insignificant matter will be governed by numerous constraints, which normally vary from culture to culture. The present study makes an effort to examine the implications of different adaptation methods proposed by Klingberg (1986) in children’s literature to investigate the claim that the process of translation in children’s literature should consider the level of target text reader’s knowledge and their understanding. In this study, the level of adaptation is evaluated through Klingberg’s theories, in which undue adaptation is disparaged since an undue adaptation keeps children away from new world knowledge.
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Ahmedzai Kemp, Ruth. "New in Translation: Children’s Lit in Translation from Korea." World Literature Today 96, no. 1 (2022): 7. http://dx.doi.org/10.1353/wlt.2022.0005.
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Wiedenmayer, Anthi. "The translation of food in literature: A culinary journey through time and genres." Semiotica 2016, no. 211 (July 1, 2016): 27–43. http://dx.doi.org/10.1515/sem-2016-0102.
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AbstractStudying the translation of cultural elements has been one of the most interesting subjects in Translation Studies since the mid-1980s, as it often marks the limits of translatability and reveals not only specific translational strategies but also the attitude of the different agents, i. e., the translator, the editor, and the reader, and of society in general, towards the other or the foreign. Among all cultural elements, the translation of food holds a special position, as it has always been one of the most common extralinguistic elements in literature, which constitutes an important marker of everyday life in the source culture often not having a proper equivalent in the target language. The data gathered in this article show several trends in the translation of food lexicon into different languages since the eighteenth century, including various genres – from the ancient classics up to children’s or criminal literature. We will point out how, examining the translation techniques, it is possible to identify the dominant theoretical approaches according to the function of the texts as well as to their historical and sociopolitical context.
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Toolan, Michael. "How children’s literature is translated: suggestions for stylistic research using parallel corpora." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 71, no. 1 (January 15, 2018): 151–68. http://dx.doi.org/10.5007/2175-8026.2018v71n1p151.
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This paper aims to offer some points of orientation for anyone interested in carrying out research into TCL (the Translation of Children’s Literature) from a translational corpus stylistic perspective. In order to achieve that, I first offer some general observations about Stylistics and Narrative Analysis. Then, I briefly describe the corpus-based system used to show the potential significance of this proposal for a research area within TCL, which has a chiefly empirical character. Next, I make some suggestions of topics that could be further explored by people interested in this particular area of study. Finally, while emphasizing the ‘unprogrammable’ situated determinacy of all communication (including translation), I offer some observations about how to proceed with a translational corpus stylistic approach and its promise of benefitting future research on TCL.
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Ramos, Ana Margarida. "An integrated approach of translation and transmediation studies in children’s literature." Dzieciństwo. Literatura i Kultura 3, no. 2 (December 31, 2021): 201–9. http://dx.doi.org/10.32798/dlk.819.
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The review article refers to the book Translating and Transmediating Children’s Literature, edited by Anna Kérchy and Björn Sundmark (2020), underlining not only the main contents of this volume, but also reflecting on its contribution to increase the research in this field. The author stresses the variety of approaches and perspectives on the subject and the relevance of the contribution from different fields of research, including literary studies, linguistics, translation, education, visual arts, and media studies.
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Yakubovska, Nataliia, Halyna Kutasevych, and Kateryna Balakhtar. "The Proper and Foreing: The Problem of French Children’s Literature Translation into Ukrainian." Accueillir l’Autre dans sa langue. La traduction comme dispositif de médiation, no. 103 (September 17, 2021): 219–37. http://dx.doi.org/10.31861/pytlit2021.103.219.
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The translation of children’s literature has certain specificities because it must be subject to several constraints: taking into account the double recipient in children’s literature (child and adult), the educational purpose, the diastratic variation, etc. Wonderful Neighbors (2016) by Hélène Lasserre is a children’s book about difference, tolerance and living together. The gap between French and Ukrainian cultures leads to problems with the perception of socio-cultural realia by readers of the target language who sometimes misunderstand or even reject them. In this intervention, we analyze the perception of the album by the readership of the source and target culture based on the comments of the readers which will allow understanding the editorial strategies and the choices of translation procedures made by the translators. In particular, we study the text-image relationships and the influence of extralinguistic factors on the lexical level. In a second step, it is necessary to analyze the role of the educational purpose which may provide for certain censorship of children’s text to which the translator must obey in order to meet the demands of a publisher and his/her readership.
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Mdallel, Sabeur. "Translating for children in the Arab world: an exercise in child political socialization." Translation Matters 2, no. 2 (2020): 160–71. http://dx.doi.org/10.21747/21844585/tm2_2a10.
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Translating under the Arab dictatorships is a perilous task, as censorship bodies control all means and forms of expression. This is particularly true for children’s literature, which is a powerful tool of political socialisation. Al-Hajji’s Guide to Arab children's literature, translated in the Arab world from 1950 to 1998, shows that no book that undermines the dominant ideology has ever been translated in this geographical context. However, if a book chosen for translation contains some elements that might be viewed as subversive, strategies are adopted that automatically annihilate any threat. This paper focuses on the Arabic translation of Anna Sewell’s Black Beauty, published in Syria in 1991, to which elements have been added that were never envisaged by the original author.
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Seago, Karen, and Lavinia Springett. "Dzikie bohaterki? Problematyka płci kulturowej i gatunku literackiego w przekładach Northern Lights Philipa Pullmana." Przekładaniec, no. 40 (2020): 22–50. http://dx.doi.org/10.4467/16891864pc.20.002.13165.
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Savage Heroines? The Treatment of Gender and Genre in Translations of Philip Pullman’s Northern Lights Philip Pullman’s Northern Lights is the first instalment of his award-winning trilogy His Dark Materials. In this alternate-worlds fantasy and children’s literature classic, Lyra and her daemon Pan are catapulted from the relative stability of Oxford to negotiate an increasingly threatening world in a quest to protect free will from cataclysmic adult zealotry. According to prophecy, Lyra is the chosen one; she conforms to the tropes of the fantasy quest performing the paradigmatic steps of the saviour hero. Pullman’s protagonist transgresses and subverts the stereotypical expectations of the fantasy heroine whose generic destiny is coded in enclosure, passivity and endurance. Lyra is also a coming of age story and here again Pullman’s conceptualisation does not conform to the female pattern in both fantasy and children’s literature where marriage functions as the marker for maturity. Character is one of the two defining traits of fantasy (Attebery 1992) and it performs a didactic function in children’s literature. Characterisation is created through the reader’s interpretation of textual cues: narratorial description; direct and free-indirect speech. Lyra’s character subverts fantasy stereotypes and depicts a transgressive child who does not conform to gender role expectations. Genre translation tends to adapt the text to target culture norms and the didactic and socialising impetus of children’s literature has been shown to prompt translation strategies which comply with the receiving culture’s linguistic and behavioural norms. In this paper, we analyse the rendering of character cues in the French, German and Italian translations of Northern Lights: 1. Is the transgressive trope of a) the heroine following the male hero paradigm and b) the coming of age pattern maintained or normalised to conform to genre expectations? 2. Is Lyra’s transgressive character rendered in translation or is it adapted to comply with didactic expectations of behaviour? 3. Are there different notions of the role and function of children’s literature in the target environments and do these impact on translation strategies?
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Omar, Lamis Ismail. "Kamil Kilani’s Adaptation of Shakespeare in Arabic Children’s Literature: Acculturation Versus Enculturation." Theory and Practice in Language Studies 11, no. 12 (December 2, 2021): 1636–46. http://dx.doi.org/10.17507/tpls.1112.16.
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Children’s literature is a young literary genre which is guided by a complex set of motivational, cognitive and metacognitive considerations. In the Arab world, children’s literature emerged in tandem with the modern translation movement but has started to prosper as an independent literary form only recently. Translating for children is an arduous task with myriad challenges on the linguistic, sociocultural and educational levels. This paper aims to research Kamil Kilani’s Arabic adaptation of King Lear as a model to translate for children. Kilani’s translations are significant because they are adapted in a way which responds to the needs of children without simplifying the lexical and stylistic components of the source texts or compromising their cultural content. The paper adopts a descriptive methodology supporting the main argument with comparative examples from the source text and the target text. The analysis shows that Kilani’s adaptation revolutionized the source text’s form and structure, while preserving its conceptual content, language level and style exquisitely. The results suggest that translating for children does not have to embrace cultural adaptation strategies and can instead embrace a model of acculturation between the source text cultural content and the target text readers.
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Dewi, Sari Puspita. "Meaning Equivalence and Shift of Noun Phrases in Bilingual Children’s Literature; Indonesian into English Translation." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 7, no. 2 (February 25, 2019): 14–19. http://dx.doi.org/10.30630/polingua.v7i2.67.
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The study aims at describing the equivalence and shift occuring in translating noun phrases. Library research was applied to this study. The data were taken from two bilingual picture books entitled Princess Mui Zee written by Firma Sutan, Princess Barruna written by Shinta Handini and their translation into Indonesian by Asih Gandana as the translator. The result of the study shows that the meaning equivalence often occurs in formal correspondence. Then, the study also finds the structure shift existed in 15 NPs of both stories; the class shift occured in 3 NPs of both series; the unit shift happened in 1 NP of both series and the intra-system shift occured in 2 NPs.
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Malmkjær, Kirsten. "Children’s literature in/and translation: The oeuvre as corpus." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 71, no. 1 (January 15, 2018): 135–50. http://dx.doi.org/10.5007/2175-8026.2018v71n1p135.
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In this article, I argue that whereas Lewis Carroll builds the fantastic world of Alice’s dreams primarily through narration, Hans Christian Andersen uses patterns of lexical choices that recur throughout his opus to build a universe divided solely in terms of a distinction between what is genuine and what is artificial; and this distinction is a central player in all of his work. Arguably, therefore, attention to Andersen’s wider corpus, and to his use of lexis in it, are key to producing translations of Andersen’s work that reflect its essence.
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Alvstad, Cecilia. "Publishing Strategies of Translated Children’s Literature in Argentina." Meta 48, no. 1-2 (September 24, 2003): 266–75. http://dx.doi.org/10.7202/006973ar.
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Abstract This article is a presentation of the general framework of a research project in which 56 translated and 94 non-translated books published for children in Argentina during 1997 are analyzed. In the project, the translated books are compared with the non-translated ones from paratextual, literary and linguistic viewpoints. Translation is considered to be a decision-making process and the broad approach proposed here makes possible a comparison of the decisions taken by publishers and translators in different areas and, most importantly, to the interrelations of these decisions. The results will increase the general knowledge of translation for children and of literature published for children in an Argentinean context. Moreover, they will be of importance for methodological issues such as the selection of corpora.
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Inggs, Judith A. "Censorship and translated children’s literature in the Soviet Union." Target. International Journal of Translation Studies 23, no. 1 (August 10, 2011): 77–91. http://dx.doi.org/10.1075/target.23.1.05ing.
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The study of translation and censorship is of particular interest in the context of Russia and the Soviet Union. With the aim of stimulating further discussion, particularly in relation to recent developments in the sociology of translation, this article takes the example of L. Frank Baum’s The Wizard of Oz (1900) and its adaptation by Alexander Volkov as The Wizard of the Emerald City (Volshebnik izumrudnogo goroda) (1939) in order to explore the relationship between the multiple forces at work in the translation of children’s literature under conditions of censorship. By means of an analysis of the differences between the two texts I conclude that censorship is a complex phenomenon which provides fertile ground for the creative manipulation and appropriation of texts and can be considered as an active participant in the creation of an image of a foreign body of literature and its location in a particular literary field.
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Gromova, Mariya. "Translations of slovenian children’s poetry into russian." Children's Readings: Studies in Children's Literature 18, no. 2 (2020): 364–81. http://dx.doi.org/10.31860/2304-5817-2020-2-18-364-381.
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This study summarizes the history of Slovenian poetry for children and its translation into Russian. The article reviews translated poems by Slovenian authors and Slovene folk poetry written for children from 1955 to the present. Translations of Slovenian children’s folk lore into Russian date back to 1971. They are mainly represented by folk songs and addressed to preschoolers translated into Russian by Leonid Yakhnin. Currently, Zhanna Perkovskaya is engaged in translations of Slovenian children’s literature into Russian. The largest number of publications of Slovenian poetry for children happened in the 1980s. After 1991, there was a long period of silence. However, in recent years, due to the interest of Russian publishers in Slovenian children’s literature successful at home, as well as a significant demand for books for preschoolers, the publication of children’s poetry by Slovenian authors has resumed.
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Guseva, Olga. "Произведения Клементины Хоффмановой из рода Таньских в русских переводах." Slavica Wratislaviensia 169 (May 9, 2019): 11–22. http://dx.doi.org/10.19195/0137-1150.169.2.
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Works of Klementyna Hoffmanowa in Russian translationsWorks of Klementyna Hoffmanowa, one of Poland’s first writers of children’s literature, were extremely popular in Poland in the 19th century. Her first book Pamiątka po dobrej Matce Remembering a Good Mother had the most astonishing success. It was followed by a series of works, almost all had a strongly expressed national character. Nevertheless, her translators into the Russian language used the Russification as a technique of translation. Polish culture was converted to the Russian culture and the text was rewritten. Russian translation of Remembering a Good Mother was published in 1827 and it was a great success because of the poverty of Russian children’s literature in the first third of the 19th century. The next adapted translation was her book of moral stories, published in Russian in 1860 and 1869. By that time, Russian children’s literature was rich and varied and adaptation as a method of translation failed. Utwory Klementyny z Tańskich Hoffmanowej w tłumaczeniach na język rosyjskiUtwory Klementyny z Tańskich Hoffmanowej — jednej z pierwszych polskich twórczyń literatury dla dzieci i młodzieży — cieszyły się wielką popularnością w XIX wieku. Szczególne uznanie zdobyło jej debiutanckie dzieło Pamiątka po dobrej matce 1819, pisane z myślą o dorastających dziewczętach. W 1827 roku ukazała się rosyjska adaptacja Pamiątki, przystosowana do odczytania utworu w kontekście kultury rosyjskiej. W tym czasie w literaturze rosyjskiej brakowało utworów edukacyjnych poświęconych wychowaniu płci pięknej, dlatego przeróbka z polskiego uzyskała pochlebne opinie krytyków.Strategia domestykacji, czyli udomowienia tekstu źródłowego, została ponownie zastosowana przez tłumaczy w przekładach opowiadań Hoffmanowej w latach sześćdziesiątych XIX wieku. Wówczas jednak rosyjska literatura dla dzieci przeżywała rozkwit i dlatego moralno-dydaktyczne adaptacje pozbawione elementów obcości zostały pominięte przez krytyków milczeniem, przez co pozostały niemal niezauważone przez czytelników.
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Obaid, Ala’a Jasim, and Bayda Ali Al-Obaydi. "To Domesticate or to Foreignize: An Approach to Translating Fables and Fairy Tales." Journal of the College of languages, no. 45 (January 2, 2022): 26–52. http://dx.doi.org/10.36586/jcl.2.2022.0.45.0026.
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The present study deals with the strategies used in the Arabic translations of the most popular genres of children’s literature; namely fairy tales and fables as an attempt to identify the best methods and strategies to be adopted in translating these genres to fulfill the ultimate purpose of enriching the children’s knowledge in addition to attracting their interest and arousing the joy sought for in every piece of literature. The study sets off from three dominating trends: the first calls for the adoption of domestication strategy of translation as the most appropriate and effective strategy in translation for children. In the same line, the second opposes using the foreignization strategy, while the third trend advocates for the joint employment of various strategies to fulfill certain requirements and needs that would be called upon within the context such as didactic purposes. Throughout the process of examining and verifying the theses of these trends, samples of translations of the genres are chosen based on the most popular and well known fairy tales and fables either circulated in written form or televised as movies or cartoons; namely Hans Christian Andersen’s Fairy Tales and Aesop’s Fables. These samples are subjected to translation quality assessment to come out with a quality statement to highlight their merits and demerits. The receptors’ (children) impact is also sought via conducting a field study that has been designed for children of two age groups defined by specialized scholars as intended receptors of the genre
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Lipnicka, Magdalena. "Cultuurspecifieke elementen in de Poolse vertaling van Jip en Janneke van Annie M.G. Schmidt." Roczniki Humanistyczne 68, no. 5 Zeszyt specjalny (2020): 65–81. http://dx.doi.org/10.18290/rh20685sp-5.
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The article concerns the translation of the book Jip en Janneke into Polish. Jip en Janneke is a classic example of children’s literature in the Netherlands. The article contains a theoretical introduction where the history of children’s literature in the Netherlands and the phenomenon of writership by Anna M.G. Schmidt was presented. Then attention is focused on the cultural specific items in translation. The last part of the work is the analysis of the translation of selected cultural elements, i.e. realia (including names, food, special days such as Sinterklaas and children’s songs). At the end of the article there are conclusions.
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Kruger, Haidee. "Exploring a New Narratological Paradigm for the Analysis of Narrative Communication in Translated Children’s Literature." Meta 56, no. 4 (July 11, 2012): 812–32. http://dx.doi.org/10.7202/1011254ar.
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Current contributions attempting to draw together translation studies and narratology are based almost exclusively on structuralist narratology, proceeding from the assumption that changes on the micro-level of the text will result in changes to the various narrative dimensions of the text, and will lead to a different configuration of the narrative communication situation in translated texts as compared to original works. However, it is argued in this paper that this approach, firstly, results in a conceptualisation of the narrative communication situation for the translated text that is particularly unwieldy and becomes even more so when considered in the context of translated children’s literature. Secondly, this approach does not take adequate cognisance of the role (or potential role) of the reader and the context, leaving both these aspects largely outside the process of analysis. Methodologically, it also means that narratological shifts in translation are mostly identified by means of comparative analysis, which, while useful, leaves the natural reading situation (where readers do not usually have access to the source text) out of consideration. Instead, this paper presents a preliminary and exploratory investigation of an alternative narratological framework that includes the reader as a constitutive component. The framework, based on the ideas of Bortolussi and Dixon (2003), proposes a two-part, interlocked conception of narratological elements: textual features and reader constructions. It is argued that such a framework provides a simultaneously simpler and more sophisticated means of understanding narrative communication in translated children’s literature. Firstly, translations and their source texts may be analysed comparatively in terms of their textual features, which may reveal the presence of the translator. However, the second dimension of the proposed framework posits that despite the fact that translation shifts effect changes in narrative features, child and adult readers’ responses to translated children’s texts do not necessarily and by default incorporate an awareness of the presence of an additional “voice” in the text, that of the translator. At this point the framework departs from standard narratological approaches to narrative communication in translated texts in proposing the necessity of investigating reader constructions rather than textual features alone.
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Balińska, Agata M. "The Intralingual Translation or Rewording of British and American Literary Works on the Basis of Children’s and Young Adult Literature." Między Oryginałem a Przekładem 26, no. 47 (March 13, 2020): 139–64. http://dx.doi.org/10.12797/moap.26.2020.47.07.
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The paper reviews instances of intralingual translation between British and American English. Its main focus is the translation of literary texts aimed and children and young readers which were written in Britain and then altered before being released on the American market. Examples of cases where originally American texts were altered for British readers, a less common trend, are also provided. The text explores typical differences between British and American English, the position of children’s literature and the motivations behind the changes, examples of alteration to titles of books, changes that trigger changes of larger portions of texts, alterations to the style of the books, and areas where the authors of the translations corrected authors’ mistakes. Most of the examples are based on previously published works which analyzed intralingual translation between British and American English in children’s literature, with some taken from unpublished research by the author. The paper was written with the hope that it will help create more awareness of the existence of such translations, especially since in most cases no information that such changes were made is provided within or outside the literary texts discussed in this paper.
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Mazi-Leskovar, Darja. "Domestication and Foreignization in Translating American Prose for Slovenian Children." Meta 48, no. 1-2 (September 24, 2003): 250–65. http://dx.doi.org/10.7202/006972ar.
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Abstract The purpose of this article is to describe and explore the examples of domestication and foreignization in translations of American prose read by Slovenian children. A few of the earlier American books that have entered the children’s literature canon have been read by dual audience and among these Uncle Tom’s Cabin has the longest tradition. The translations of the novel are presented in the light of domestication and foreignization endeavours. In order to complete and expand the picture of translating for children, a few additional works published in different eras of Slovenian translation history are briefly discussed.
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Inkyu Lee. "‘Autonomy’ in Children’s Literature Translation: Focusing on Korean Translations of Dickens's A Christmas Carol." Journal of Translation Studies 13, no. 2 (June 2012): 185–208. http://dx.doi.org/10.15749/jts.2012.13.2.008.
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Berry, Charlotte. "Twentieth Century Literature and Publishing Archives: UK Research Perspectives on Children’s Literature." Papers: Explorations into Children's Literature 22, no. 1 (January 1, 2012): 19–32. http://dx.doi.org/10.21153/pecl2012vol22no1art1129.
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British children’s literature during the 20th century has a robust pedigree and reputation, with many internationally acclaimed authors and texts included within its realm. However, publishing archives and children’s literature archives have a low profile and use in the UK in both curatorial and research terms, resulting in huge untapped potential for researchers. Little has been published about modern publishing and children’s literature archives, and this paper seeks to begin to address this gap within the current academic discourse.
This article is intended to constitute a starting point for those wishing to engage in study in this particular area of research by providing a contextual and historical background to the provenance and accessibility of 20th century literary and publishing archives in the UK. This paper is based on current PhD research into the translation of Nordic children’s literature in the UK, combining academic interests in children’s literature and publishing history with professional expertise in the curation of literary and business archive collections.