Journal articles: 'Children's literature, Indic (English)'

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Superle, Michelle. "Imagining the New Indian Girl: Representations of Indian Girlhood in Keeping Corner and Suchitra and the Ragpicker." Papers: Explorations into Children's Literature 20, no. 1 (January 1, 2010): 31–40. http://dx.doi.org/10.21153/pecl2010vol20no1art1152.

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The capacity of young girls to represent a healthy new beginning is nothing new to children's literature. One need look no further, for example, than two classics: Frances Hodgson Burnett harnessed this figure's power with Mary in 'The Secret Garden' (1911), as did C. S. Lewis with Lucy in 'The Lion, the Witch and the Wardrobe' (1950). Yet the way young girl characters are positioned in contemporary, English-language Indian children's novels by women writers does seem new; these 'new Indian girls' function to represent a modern, postcolonial India in which gender equality is beginning to find a happy home. Setting up a binary which positions societal values from pre-colonial and colonial India as backwards and problematic, these children's novels demonstrate the value of girls in postcolonial India - at least some girls, according to some writers.

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Chakramakkil, Anto Thomas. "The Polemics of Real and Imagined Childhood(s) in India." International Research in Children's Literature 10, no. 1 (July 2017): 74–88. http://dx.doi.org/10.3366/ircl.2017.0219.

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This essay attempts to map historical, literary and social constructions of childhood in India and to explore ways in which these differ from Western-dominated, globalised attitudes to childhood. Evidence about Indian childhood is drawn from across a narrative spectrum including children's books and films and some adult writing and media. Notions of childhood are different within and across the cultures of the world; while there is no ‘correct’ version of childhood, many have common features and sometimes the influences of one culture can be strongly felt in another. In India, for example, a dominant construction of childhood was imported through Western education.1After Independence (1947), Indian children's literature in English became caught up in the mass postcolonial project of nation-building. As part of becoming emancipated from colonial rule, a dominant image of the child in fiction based on Western childhood had to be replaced by one that is hybrid and multicultural. This construction of Indian childhood is now itself being buffeted by forces of cultural homogenisation.2

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Baloyan, Varduhi. "Translations of English Children’s Literature in the Armenian Periodicals in India." Translation Studies: Theory and Practice 2, no. 2 (4) (December 20, 2022): 49–56. http://dx.doi.org/10.46991/tstp/2022.2.2.048.

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Translations had a significant role both in the popularization of Eastern Armenian and the establishment of literary and cultural ties between the Armenian community and the British. The purpose was to further the international outlook, understanding and emotional experience of foreign environments and cultures, on the one hand, next was to make more literature available to children and to contribute to the development of the readers’ set of values. It should be noted that literary relations first of all contributed to the emergence of bilingual dictionaries. Shmavonian published an English-Armenian dictionary which was intended “for the entertainment of studious children” (Mkhitaryan 2016:81). 19th century was marked by social political changes and created conditions for the development of new Armenian literature which was so important for shaping the mind set and behavior of the Armenian children. Thus, Armenian translators translated literature in connection with social and economic forces. The Armenian printing business in India operated for a century and published almost 200 books, booklets and more than ten periodicals. In this article some translations published in Azdarar (The Intelligencer, 1794, Madras), Azgaser (the Patriot, 1845, Calcutta), Azgaser Araratian (Patriot Araratian, 1848. Calcutta), and Hayeli Kalkatian (Mirror of Calcutta, 1820, Calcutta) are examined.

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Levin, Carole, Warren W. Wooden, and Jeanie Watson. "Children's Literature of the English Renaissance." Journal of the Midwest Modern Language Association 20, no. 2 (1987): 41. http://dx.doi.org/10.2307/1315416.

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Капкова, С. Ю. "CHARACTONYMS IN MODERN ENGLISH CHILDREN'S LITERATURE." НАУЧНЫЙ ЖУРНАЛ СОВРЕМЕННЫЕ ЛИНГВИСТИЧЕСКИЕ И МЕТОДИКО-ДИДАКТИЧЕСКИЕ ИССЛЕДОВАНИЯ, no. 3(55) (October 14, 2022): 99–110. http://dx.doi.org/10.36622/vstu.2022.29.23.009.

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Постановка задачи. В задачи данного исследования входит определение роли использования говорящих личных имен и фамилий в разножанровых текстах для детей английских классических и современных авторов. Первой задачей стало выявление говорящих личных имен и фамилий в художественных произведениях трех английских детских писателей. Второй задачей обозначен этимологический и лексико-семантический анализ говорящих личных имен и фамилий в исследуемых детских художественных произведениях с целью получения информации о том, является персонаж положительным или отрицательным. В третью задачу исследования входило выявление функций говорящих имен и фамилий в данных произведениях. Четвертой задачей предполагалось определение способа перевода говорящих имен и фамилий на русский язык. Результаты. В статье представлены говорящие личные имена и фамилии персонажей, отобранные методом сплошной выборки из разножанровых произведений детских английских писателей разных временных периодов. Далее проведен этимологический анализ говорящих имен и фамилий и их декодирование в анализируемых произведениях Р. Даля, Дж. К. Роулинг и Ф. Саймон и определена роль личных говорящих имен и фамилий. Выводы. В ходе исследования было выявлено 11 функций говорящих личных имен и фамилий в анализируемых художественных произведениях для детей трех британских авторов. Были выделены идентифицирующая, комическая, стилеобразующая, аллюзивная, жанрообразующая, звукоподражательная функции, а также функции, характеризующие внешность, род занятий или профессию, поведение, речь и описывающие характер. Statement of the problem. The objectives of this study include determining the role of the use of charactonyms in multi-genre texts for children written by English classical and modern authors. The first task was to identify the charactonyms in the works of fiction of three English children's writers. The second task is the etymological and lexico-semantic analysis of the charactonyms in the children's works of art under study in order to obtain information about whether the character is positive or negative. The third task of the study was to identify the functions of charactonyms in the works analyzed. Results. The article presents the charactonyms of the characters selected by a continuous sampling method from the works written by English children's writers of different time periods. Further, the etymological analysis of the charactonyms and their decoding in the analyzed works written by R. Dahl, J. K. Rowling and F. Simon and the role of the charactonyms in those works are defined. Conclusion. The study revealed 11 functions of charactonyms in the analyzed works of fiction for children of three British authors. Identifying, comic, style-forming, allusive, genre-forming, onomatopoeic functions were identified, as well as functions characterizing appearance, occupations or professions, behavior, speech and describing character.

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Burgan, Mary, Warren W. Wooden, and Jeanie Watson. "Children's Literature of the English Renaissance." American Historical Review 94, no. 4 (October 1989): 1092. http://dx.doi.org/10.2307/1906654.

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Stavropoulos, Janet C., Warren W. Wooden, and Jeanie Watson. "Children's Literature of the English Renaissance." Sixteenth Century Journal 19, no. 2 (1988): 263. http://dx.doi.org/10.2307/2540421.

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8

Neumeyer, Peter. "Children's Literature in the English Department." Children's Literature Association Quarterly 12, no. 3 (1987): 146–50. http://dx.doi.org/10.1353/chq.0.0422.

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Kapkova, S. Yu. "CHARACTONYMS IN MODERN ENGLISH CHILDREN'S LITERATURE." Modern Linguistic and Methodical-and-Didactic Researches, no. 3(38) (December 31, 2022): 77–86. http://dx.doi.org/10.36622/mlmdr.2022.68.29.008.

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Statement of the problem. The objectives of this study include determining the role of the use of charactonymsin multi-genre texts for children written by English classical and modern authors. The first task was to identify the charactonyms in the works of fiction of three English children's writers. The second task is the etymological and lexico-semantic analysis of the charactonyms in the children's works of art under study in order to obtain information about whether the character is positive or negative. The third task of the study was to identify the functions of charactonyms in the works analyzed. Results. The article presents the charactonyms of the characters selected by a continuous sampling method from the works written by English children's writers of different time periods. Further, the etymological analysis of the charactonyms and their decoding in the analyzed works written by R. Dahl, J. K. Rowling and F. Simon and the role of the charactonyms in those works are defined. Conclusion. The study revealed 11 functions of charactonyms in the analyzed works of fiction for children of three British authors. Identifying, comic, style-forming, allusive, genre-forming, onomatopoeic functions were identified, as well as functions characterizing appearance, occupations or professions, behavior, speech and describing character.

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Silva, Francisca Oleniva Bezerra da, Samara Fernandes dos Santos, Samia dos Santos Fernandes, and Marcely Mendes de Souza. "ENGLISH LANGUAGE ACQUISITION THROUGH CHILDREN'S LITERATURE." Arts, Linguistics, Literature and Language Research Journal 3, no. 3 (March 30, 2023): 2–14. http://dx.doi.org/10.22533/at.ed.929332330032.

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Dr Mubashar Saeed and Sadia Irshad. "CHILDREN'S URDU LITERATURE." Tasdiqتصدیق۔ 4, no. 2 (December 30, 2022): 139–53. http://dx.doi.org/10.56276/tasdiq.v4i2.100.

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One of the major fields of literature and journalism is Children's Literature. In the 19th century, the tradition of the publication of magazines in Urdu journalism became very strong, but the first regular magazines for children began in the early twentieth centure. “Bachon Ka Akhbar” of Munshi Mehboob Alam is regarded as the first children magazine published in May 1902. So far more than 300 such magazines have been launched till now. The Role of Government in this regard also praiseworthy. In the last half of Twentieth Century Government of Pakistan translate many booklets from English Literature to Urdu Literature for Children. It made the history of children literature.

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Kim, Hyun-Sook, and Doo-Hyun Park. "Comparative analysis of children’s literature in primary school English textbooks in Korea: Focusing on five types of English textbooks for all primary school students(3rd, 4th, 5th, 6th) learning English in school." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 2 (January 31, 2024): 673–96. http://dx.doi.org/10.22251/jlcci.2024.24.2.673.

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Objectives The purpose of this paper is to compare and analyze all the children's literature books on primary English textbooks that are currently used in primary school English classes in Korea, and to discuss their current status, problems, and improvements. Methods Five types of primary English textbooks for each of 3rd, 4th, 5th, and 6th grades were collected. Children's literature included in each English textbook was compared and analyzed by dividing it into four criteria: type, subject matter, degree of original content modification, and teaching method by referring to previous re-search and related theories. The teaching method was subdivided into language function and learning time for comparative analysis. Results As for the types of children's literature, ‘traditional literature’ was the mainstream in the 3rd & 4th grades while there were many ‘realistic literature books’ in the 5th & 6th grades. For the subject matter, the 3rd & 6th graders introduced ‘personal life’, the 4th graders introduced ‘public morality’, and the 5th graders introduced ‘cultural differences’ the most. In terms of the degree of adaptation of the original content of children's literature, 3rd, 4th, and 5th graders partially adapted the original children's literature work in the form of a script to review the learning goals and communication functions of the learned unit. Most of the 6th children's literature was newly created by the textbook writers so that students can review the lesson of the learned unit. The method of teaching children's literature focuses on speaking, listening, and some simple writing activities in the 3rd grade, and at-tempts were made to integrate speaking, listening, writing, and reading in the 4th, 5th, and 6th grades. Children's literature was organized so that most of the grades were simply taught as a single lesson. Conclusions Since the types of children's literature are limited to a few types in primary English textbooks, it is necessary to introduce more diverse types of children's literature. In addition, children's original literature was adapted so much to review the communication functions of learned lesson, depriving of students’ interest on the literature, so more careful consideration is needed when modifying children's literature. It is also needed to in-crease the lesson time of teaching children’s literature and to provide children's literature guidance with more di-verse and interesting activities.

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Stanley, Brian. "‘Missionary Regiments for Immanuel’s Service’: Juvenile Missionary Organization in English Sunday Schools, 1841-1865." Studies in Church History 31 (1994): 391–403. http://dx.doi.org/10.1017/s0424208400013000.

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Juvenile associations in aid of foreign missions made their appearance both in the Church of England and in the Nonconformist churches in the wake of the successful campaign in 1813 to modify the East India Company charter in order to open British India to evangelical missionary work. The fervour which the campaign engendered led to the formation of numerous local associations in support of the missionary societies. In some cases these associations had juvenile branches attached. However, until the 1840s children’s activity in aid of foreign missions was relatively sporadic. Children’s missionary literature was almost non-existent. Such children’s missionary activity as did take place was confined largely to the children of church and chapel congregations; before the 1840s there was little perception of the vast potential for missionary purposes of the Sunday-school movement.

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Puurtinen, Tiina. "Syntax, Readability and Ideology in Children's Literature." Meta 43, no. 4 (October 2, 2002): 524–33. http://dx.doi.org/10.7202/003879ar.

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Abstract This article outlines the aims and methodology of a new study in the field of children's literature. The research makes use of a composite corpus representing original English, original Finnish and translated Finnish from English. The initial focus of this investigation is the analysis of nonfinite constructions, taken as a measure of readability of children's books. Ultimately its aim is to infer, through the interpretation of the lexico-grammatical patterns emerging in the corpus, the ideological norms prevailing in the literary systems of English and Finnish children's fiction.

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Xolibekova, O. K., and M. M. Sultonova. "Phraseological units in english and Uzbek children's literature." Asian Journal of Research in Social Sciences and Humanities 12, no. 4 (2022): 119–21. http://dx.doi.org/10.5958/2249-7315.2022.00164.2.

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Rudvin, Mette. "Translation and ‘myth’: Norwegian children's literature in English." Perspectives 2, no. 2 (January 1994): 199–211. http://dx.doi.org/10.1080/0907676x.1994.9961236.

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Wang, Yihan. "Analysis of the Methods for Selecting Children's English Materials." Lecture Notes in Education Psychology and Public Media 19, no. 1 (October 26, 2023): 215–20. http://dx.doi.org/10.54254/2753-7048/19/20231441.

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As globalization continues to accelerate and international exchanges become more frequent, English has become an important medium for cross-cultural communication. Reading is an integral part of English learning, especially for children. By reading English materials, they can get access to a rich vocabulary, grammar and sentence structure, which helps to improve their expressive skills. In order to expand children's knowledge, understand the differences between different countries and cultures and develop their open-mindedness and global awareness, this paper aims to provide an in-depth analysis of the selection of children's English materials, using the literature research method to analyse the principles of children's English materials. Firstly, the characteristics of children's English reading are analyzed, and it is found that children have a limited vocabulary, a high reliance on visual elements and different reading levels in English reading. Secondly, the paper classifies children's English materials into 3 genres such as picture books, novels and children's poetry, and summaries the characteristics of the corresponding genres. Finally, a detailed analysis of the principles of material selection for children's English materials is made using relevant literature, and four principles of material selection for children's English materials are proposed: the principle of moderate difficulty, the principle of attractiveness, the principle of diversity and the principle of cultural relevance.

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Inggs, Judith. "Translation and Transformation: English-Language Children's Literature in (Soviet) Russian Guise." International Research in Children's Literature 8, no. 1 (July 2015): 1–16. http://dx.doi.org/10.3366/ircl.2015.0145.

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This article investigates the perceived image of English-language children's literature in Soviet Russia. Framed by Even-Zohar's polysystem theory and Bourdieu's philosophy of action, the discussion takes into account the ideological constraints of the practice of translation and the manipulation of texts. Several factors involved in creating the perceived character of a body of literature are identified, such as the requirements of socialist realism, publishing practices in the Soviet Union, the tradition of free translation and accessibility in the translation of children's literature. This study explores these factors and, with reference to selected examples, illustrates how the political and sociological climate of translation in the Soviet Union influenced the translation practices and the field of translated children's literature, creating a particular image of English-language children's literature in (Soviet) Russia.

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Jenkins, Elwyn. "The growth of a national children's literature in English." English Academy Review 18, no. 1 (December 2001): 140–49. http://dx.doi.org/10.1080/10131750185310131.

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Bottigheimer, Ruth B. "Misperceived Perceptions: Perrault's Fairy Tales and English Children's Literature." Children's Literature 30, no. 1 (2002): 1–18. http://dx.doi.org/10.1353/chl.0.0704.

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Zuhair, Mayada, Noor Abdulsahib, and Ansam Yaroub. "The Role of Picture Books in Raising Children's Understanding of English Literature and Life Science Concepts: Selected Stories by Eric Carle." Journal of Education College Wasit University 1, no. 46 (February 12, 2022): 621–48. http://dx.doi.org/10.31185/eduj.vol1.iss46.2792.

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Abstract The current study is a theoretical study that aims to underline the role of picture books as a serious genre of children's literature in raising children's understanding of English literature and life concepts; especially for non-English speakers. Unfortunately, most Iraqi people have developed a social phobia of learning English since childhood. This phobia is resulted from the heavy traditional reading and writing assignments as well as hard exams. Therefore, this study suggests incorporating more interesting literary material like picture books that would bring pleasure and help in raising children's love and cognition of English Language. More significantly, it calls to replace the old curriculum with a more vital one where children can interact with all their senses; visual, auditory, and kinesthetic (VAK). To make this possible, two of Eric Carle's books The Very Hungry Caterpillar and The Tiny Seed have been carefully selected according to the American and English elementary school teachers' standards for children aged 3-6 years old. Each story element was submitted to a literary analysis, including pictures, life concepts, and language that enhance children's understanding of literature. Based on Piaget's view about the importance of involving sensorimotor actions in learning to help in children's cognition development, some VAK lesson plans and activities were designed using the concept development model and Synectics strategy. The study has concluded that incorporating picture books into the school curriculum and sensorimotor activities like coloring, cutting paper, games, sounds, and music would help in raising children's understanding of English literature and life science more interactively.

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Gan, Lu, Han Wang, Haoyue Liu, Xinyu Li, and Yi Hu. "The Study on Localization of Bronze and Sunflower." English Language Teaching and Linguistics Studies 6, no. 2 (May 1, 2024): p259. http://dx.doi.org/10.22158/eltls.v6n2p259.

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Cao Wenxuan's works are a typical representative of "going out" in Chinese children's literature. In April 2016, Cao Wenxuan won the Hans Christian Andersen Award, the highest award for children's literature in the world. This achievement is closely related to the translator's translation ability. This paper takes the English translation of Bronze and Sunflower by Cao Wenxuan (translator Helen Wang) as the research object, and aims to explore the translation strategies suitable for the localization of Bronze and Sunflower, which can be divided into three aspects:landscape description,folk poetry,eastern sensibility.This paper explores the advantages and disadvantages of the English translation of Bronze and Sunflower, and provides a new perspective and possibility for the English translation of Chinese children's literature.

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Puurtinen, Tiina. "Syntactic Norms in Finnish Children's Literature." Target. International Journal of Translation Studies 9, no. 2 (January 1, 1997): 318–31. http://dx.doi.org/10.1075/target.9.2.06puu.

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Abstract Owing to children's developing reading skills and world knowledge, readability (comprehensibility as well as speakability) can be regarded as an important requirement of children's literature. This article focusses on one determinant of readability, the frequency of nonflnite constructions in children's books both originally written in Finnish and translated from English into Finnish. A high frequency of complex nonfinite constructions is likely to have a negative effect on readability, and consequently they might be expected to occur relatively infrequently both in original and in translated children's literature. A quantitative study of a large number of children's books shows that Finnish originals have indeed tended to favour finiteness, whereas translations show a higher degree of non-finiteness. The translations thus fail to conform to one of the syntactic norms of the receiving literature. The article discusses potential reasons for this syntactic difference, considers the possibility of the existence of different sets of norms for translated and originally Finnish children's books, and speculates upon the innovatory influence of translations.

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Pearce, Sharyn. "When Australia Calls: The English Immigrant in Australian Children's Literature." Papers: Explorations into Children's Literature 9, no. 2 (July 1, 1999): 5–12. http://dx.doi.org/10.21153/pecl1999vol9no2art1357.

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Wood, Naomi. "South Africa in English-Language Children's Literature, 1814-1912 (review)." Lion and the Unicorn 27, no. 2 (2003): 268–71. http://dx.doi.org/10.1353/uni.2003.0028.

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Wilson, E. "Uncharted Depths: Descent Narratives in English and French Children's Literature." French Studies 65, no. 3 (June 28, 2011): 410–11. http://dx.doi.org/10.1093/fs/knr102.

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Raudyatuzzahra, Raudyatuzzahra. "Teacher Readiness in Implementing Children's Literature to Enhance English Language Learning in Young Learners Classroom." International Journal of Multicultural and Multireligious Understanding 10, no. 12 (December 8, 2023): 226. http://dx.doi.org/10.18415/ijmmu.v10i12.5183.

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This study employs a qualitative approach as a research design. This qualitative study aims to investigates teacher readiness for incorporating children's literature into English language learning with young learners. The research employs in-depth interviews as the primary data collection method. This study involves two young learner English teacher as the participants who were selected purposively, one from an international kindergarten and one from a state primary school. The findings of this study reveal that teachers are generally aware of the benefits of using children's literature in the classroom and acknowledge the importance of preparation. Teachers emphasize the need to be well-prepared before entering young learners' classrooms, ensuring that everything is ready for effective implementation. They emphasize that children's literature not only benefits young learners but also aids teachers in delivering content more effectively. Teachers report that children's literature creates a fun and active learning environment that fosters enthusiasm among students.

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Osias Kit T. Kilag, Marsha Heyrosa-Malbas, Mervin T. Arcillo, and Merlinda C. Barcena. "The Role of YouTube Children's Educational Videos in Enhancing Early Childhood English Language Proficiency: An Investigation of Parental Perceptions." International Journal of Scientific Multidisciplinary Research 1, no. 7 (August 30, 2023): 833–46. http://dx.doi.org/10.55927/ijsmr.v1i7.3545.

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This study explored the use of YouTube children's educational videos to enhance early childhood English language proficiency. The study utilized a qualitative research design, and data were collected through semi-structured interviews with 10 parents of preschool-aged children. The findings of the study revealed that parents used a variety of YouTube children's educational videos to enhance their children's English language proficiency, including videos that taught basic English vocabulary, songs, nursery rhymes, grammar, and sentence structures. Participants also identified perceived benefits and drawbacks of using YouTube children's educational videos, such as improvements in vocabulary and grammar skills, exposure to the English language, and concerns about addiction to watching videos, exposure to inappropriate content, and quality and accuracy issues. Moreover, parents perceived YouTube children's educational videos to be effective in enhancing their children's English language skills, and various factors influenced their decision to use such videos, such as convenience, affordability, variety of content, and fun and engaging learning. The study suggests that YouTube children's educational videos can be a useful tool to enhance early childhood English language proficiency. However, parents need to be mindful of the potential drawbacks associated with their use, such as inappropriate content and addiction. The study also contributes to the existing literature on the use of technology in early childhood education and provides insights into parents' perspectives on YouTube children's educational videos.

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Vyas, Diti. "Intersectional Analysis of Gender in Indian Children's Literature: Comparison of Novels Written in English and Gujarati." International Research in Children's Literature 8, no. 2 (December 2015): 156–68. http://dx.doi.org/10.3366/ircl.2015.0165.

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This paper examines the validity of perceived associations of ‘parochialism’ and social conservatism with regional language literature (RLL) and ‘modernity’ and ‘progressiveness’ with Indian writing in English (IWE), through a comparative examination of gender in Indian children's literature in English (ICLE) and children's literature in Gujarati (CLG). For this purpose, it adopts an intersectional framework which studies how gender functions in conjunction with other identity markers, rather than operating in isolation. The conclusions emerging from this feminist analysis of intersections of gender with other systems of oppression such as caste, class and community in Indian children's novels in English and Gujarati challenge the associations of ‘parochialism’ with RLL and ‘modernity’ with IWE. They reveal that while both ICLE and CLG are similar in silencing dalit girls/women, and in enforcing minority community stereotypes as far as Muslim masculinity is concerned, CLG shows progressive trends by undertaking to re-gender dalit masculinity and by sensitively exploring gender and class intersection in the construction of poor women.

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Sumarni, Sri Sumarni, Machdalena Vianty, and Windi Dwi Andika. "Readiness to Learn English for Early Childhood." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 6, no. 3 (September 27, 2021): 1480–92. http://dx.doi.org/10.31004/obsesi.v6i3.1805.

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Teachers need to understand the factors that influence the readiness of early childhood to learn their new language, especially English, to avoid inappropriate stimulation practices. This study aimed to examine early childhood English learning readiness factors based on relevant theories and research results. This research method was a qualitative literature review study. The literature review consists of 70 references related to the topic of early childhood English. This research method is a qualitative literature review study. As a result, children's readiness to learn is influenced by internal and external factors. Internal factors include cognitive abilities, mastery of the initial language, mastery of a new language, namely English, emotional maturity, and intrinsic motivation. At the same time, the external factors that influence include extrinsic motivation, family, social culture environment, and stimulation by playing.The novelty is to identify the influence of children's readiness factors in learning English both inside and outside the child. As a result, the teacher can consider the readiness of the child to avoid mistakes in introducing English as a new language for early childhood.

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Meena Khorana. "National Character in South African English Children's Literature (review)." Children's Literature Association Quarterly 34, no. 4 (2009): 399–402. http://dx.doi.org/10.1353/chq.0.1940.

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Johns, Tim F., Lee Hsingchin, and Wang Lixun. "Integrating corpus-based CALL programs in teaching English through children's literature." Computer Assisted Language Learning 21, no. 5 (November 18, 2008): 483–506. http://dx.doi.org/10.1080/09588220802448006.

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Bradford, Clare. "The Case of Children's Literature: Colonial or Anti-Colonial?" Global Studies of Childhood 1, no. 4 (January 1, 2011): 271–79. http://dx.doi.org/10.2304/gsch.2011.1.4.271.

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Since Jacqueline Rose published The Case of Peter Pan in 1984, scholars in the field of children's literature have taken up a rhetorical stance which treats child readers as colonised, and children's books as a colonising site. This article takes issue with Rose's rhetoric of colonisation and its deployment by scholars, arguing that it is tainted by logical and ethical flaws. Rather, children's literature can be a site of decolonisation which revisions the hierarchies of value promoted through colonisation and its aftermath by adopting what Bill Ashcroft refers to as tactics of interpolation. To illustrate how decolonising strategies work in children's texts, the article considers several alphabet books by Indigenous author-illustrators from Canada and Australia, arguing that these texts for very young children interpolate colonial discourses by valorising minority languages and by attributing to English words meanings produced within Indigenous cultures.

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Khokhar, Muhammad Ibrahim, Saqib Abbas, and Ali Asghar Ghanghro. "Role of Children's Magazines in Promoting Children's Literature in Sindh: An Analysis of Selected Magazines from 1947 To 2020." Global Educational Studies Review VIII, no. I (March 30, 2023): 279–86. http://dx.doi.org/10.31703/gesr.2023(viii-i).24.

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Wordsworth a renowned English romantic poet calls a child a father of man. Children of today are the citizens of tomorrow. Literature plays a pivotal role in shaping human personality and moulding human beings into responsible beings. For shaping thinking, ideology, personality and literary as well as the psychological development of the child, Children's literature plays a very significant role. Though Children's Literature is a much-neglected field, in Sindhi Language this field has remained a very important and popular area of literature. A large number of writers, who are prominent writers of today, had started their careers as children's writers. In promoting children's literature, Children's Magazines play a very important role. The current study which is qualitative in nature discusses the role of some selected children's magazines published in Sindh in the Sindhi language from 1947 to 2020 and presents a conclusion that how these magazines were the befitting platforms of literary development for young writers.

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Ghosh, Debasree. "Silent Conversations in Rudyard Kipling’s Kim and Ruskin Bond’s Rusty novels." Southeast Asian Review of English 58, no. 2 (December 15, 2021): 151–70. http://dx.doi.org/10.22452/sare.vol58no2.11.

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The essay undertakes an analysis of the connections and conversations between Rudyard Kipling’s Kim(1901) and Ruskin Bond’s largely autobiographical Rusty(1955-) novels. Kipling’s Kimhas evoked many literary responses and reactions across India. While writers such as Sarath Kumar Ghosh, Rabindranath Tagore, T.N. Murari,and even Sashi Tharoor have boldly written back to Kim, Ruskin Bond silently acknowledgesit in his Rusty series of children’s fiction. At times, Bond’s pointed and conscious avoidance ofKipling becomes his means of accepting Kipling’s influence on him. The essay traces the implicit dialogue between thesetwo Anglo-Indian authorsand their protagonists.It undertakes a close reading of theirnovelsto analysethe evolution of English literature and Anglo-Indianism in India, whilealsoexaminingthe divided identities of the authors and their fictional protagonists.

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Draganovici, Mihai. "ZUR ÜBERSETZUNG JOHANNA SPYRIS KINDERROMANS „HEIDI“ INS RUMÄNISCHE." Годишник на Шуменския университет. Факултет по Хуманитарни науки XXXIIIA, no. 1 (November 10, 2022): 261–68. http://dx.doi.org/10.46687/hxei4006.

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The children's novel "Heidi" by the Swiss author Johanna Spyri is one of the most famous works of children's literature worldwide. Accordingly, it has been published in Romania in numerous translations, especially after 2008. What is also special about these translations is the fact that most of them were not translated from German but from English. The present article sets out to analyse some relevant aspects of translation, based on the theoretical considerations of relevant theorists in the field of translation of children's literature.

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Veldhuizen, Vera Nelleke. "The Curious Case of Children's Detective Fiction: Analysing the Adaptation of the Classic Detective Formula for a Child Audience." Crime Fiction Studies 4, no. 2 (September 2023): 162–78. http://dx.doi.org/10.3366/cfs.2023.0096.

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The popularity of the children's detective genre defies an apparent clash between the nature of the genre, specifically its reliance on readerly ability and capital crime, and children's literature's specific group of readers, and thus invites investigation. It is therefore peculiar that children's detective fiction has not enjoyed much scholarship, particularly in the English language. While the detective genre is usually discussed under the umbrella term of ‘crime literature’ when it enjoys an adult readership, in children's literature scholarship it is usually tucked into the categories of the ‘adventure’ or ‘mystery’ story. This article aims to address the relative lack of scholarship on children's detective fiction by analysing how the classic detective is adapted for child readers. 1

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Kokkola, Lydia. "The Family in English Children's Literature. Ser. Children's Literature and Culture. Ann Alston. London: Routledge, 2008. 139 pages. £60.00/76.00€ (hardback)." International Research in Children's Literature 2, no. 1 (July 2009): 153–56. http://dx.doi.org/10.3366/e1755619809000635.

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Sokol, Elena, and Frances F. Povsic. "Eastern Europe in Children's Literature: An Annotated Bibliography of English-Language Books." Slavic and East European Journal 31, no. 3 (1987): 431. http://dx.doi.org/10.2307/307571.

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Jones, Raymond E. "Windows and Words: A Look at Canadian Children's Literature in English (review)." Children's Literature Association Quarterly 30, no. 2 (2005): 229–32. http://dx.doi.org/10.1353/chq.2005.0026.

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Baker, Deirdre F. (Deirdre Frances). "Windows and Words: A Look at Canadian Children's Literature in English (review)." University of Toronto Quarterly 74, no. 1 (2004): 356–57. http://dx.doi.org/10.1353/utq.2005.0006.

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Kiani, Isabel. "Early English Translations of Grimm's "Children and Household Tales" as Children's Literature." Porównania 33, no. 1 (July 31, 2023): 47–66. http://dx.doi.org/10.14746/por.2023.1.3.

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The Children and Household Tales (Kinder- und Hausmärchen, KHM) by the Brothers Grimm are not only an integral part of German culture but have also become a global success over the last two centuries. Currently, the collections of the Grimm brothers include translations into over 100 languages, some of which were written during the lifetime of the Brothers Grimm. English editions in particular carry a considerable influence on the global reception of the tales, since most of the tales are received in a translation instead of the original language. However, many readers of the Grimms’ tales are not aware of this. It is often disregarded that a translation can rarely be described as identical to the original and is subject to different factors such as the translation tradition, the target culture, or the translator’s own ideas. The following essay investigates how and why the tales were edited in English translation to be modified as children’s literature.

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Nur Fitria, Tira. "Using Nursery Rhymes in Teaching English for Young Learners at Childhood Education." Athena: Journal of Social, Culture and Society 1, no. 2 (March 22, 2023): 58–66. http://dx.doi.org/10.58905/athena.v1i2.28.

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This study is a literature review that explores the use of nursery rhymes as a teaching tool for young learners in early childhood education. Nursery rhymes, also known as English children's songs, can be an enjoyable way to engage children and foster their interest in learning English. Additionally, singing nursery rhymes can support children's physical-motor, social, emotional, and intellectual development. When selecting nursery rhymes as teaching materials, teachers must consider the appropriateness of the content for the children's age and world, and the potential for the content to encourage discussion and exploration of values and problem-solving skills. The illustrations should also be evaluated for their alignment with the story and appropriateness for the children's age. From a linguistic standpoint, teachers must choose nursery rhymes that are suitable for the children's language level, that facilitate language learning, and that can serve as the basis for activities. While there are challenges associated with selecting and utilizing nursery rhymes as teaching materials, this study suggests that their use can be a valuable tool in the early childhood education classroom

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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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Wang, Yuxi, and Wei Qian. "Translation of Children's Literature from the Perspective of Reception Aesthetics." Journal of Education and Educational Research 6, no. 1 (November 21, 2023): 156–62. http://dx.doi.org/10.54097/jeer.v6i1.14203.

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Children's literature, as the name suggests, is a literary work created for children and teenagers, and it plays an important role in their growth process, accompanied by the functions of education, entertainment and cognitive formation. In recent years, China's translation research has been greatly improved, but the research on children's literature translation is still lacking. The translators of children's literature are mostly adults, but the audience is children. Under the guidance of aesthetic theory, the author, from the perspective of children's readers, puts children at the center, aiming to meet their reading needs. so, this paper explores the translation of children's literature on the basis of acceptance aesthetics from the original text-centered to reader-centered, and take the Su Nong's translation of Harry Potter and the Philosopher's Stone and the original version as an example to explore the vocabulary, rhetoric and translation of magic spells. In terms of rhetoric, the author skillfully uses metaphors, rhymes, and parallelism techniques to make the translation reflect the stylistic style of the original text as much as possible, simultaneously increasing literary talent and bringing pleasant artistic enjoyment to children. This paper aims to popularize different perspectives and interpretations of children's literature translation for the general public, and better enable children to appreciate the aesthetics and charm of Chinese and English texts so that they can grow up healthily and develop comprehensively.

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Temirova, Muattar A., and Rustam M. Maxsumov. "LINGUО-СULTURАL АNАLYSIS ОF THE TEXTS ОF TRАDITIОNАL ENGLISH АND UZBEK СHILDREN'S РОEMS." Current Research Journal of Philological Sciences 5, no. 5 (May 1, 2024): 81–85. http://dx.doi.org/10.37547/philological-crjps-05-05-16.

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This article presents a linguo-cultural analysis of traditional English and Uzbek children's poems. By examining the linguistic and cultural elements analyzed in these poems, the study aims to explore the unique cultural identities reflected in the literary works of both nations. Through a comparative analysis, the article sheds light on the linguistic features, cultural themes, and societal values depicted in these poems, highlighting the richness and diversity of children's literature across different cultures.

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Mamta Singh. "The Portrayal of Girl Child in Ruskin Bond’s The Blue Umbrella." Creative Launcher 4, no. 5 (December 31, 2019): 97–103. http://dx.doi.org/10.53032/tcl.2019.4.5.15.

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Ruskin Bond, Indian author of British decent, was born on 19 May 1935 at Kasauli, Himachal Pradesh. He was raised at Jamnagar (Gujarat), Shimla and Dehradun. He is a well-known Indian writer in English. He has written more than hundred short stories, six novels, three collection of verse and over thirty books for children. He is considered to be an icon among Indian writers and children’s author and a top novelist. He received Sahitya Academy award for his book; Our Trees Still Grow at Dehra in 1992, and was honored with Padam Shree in 1999 for his lifetime contribution to Indian literature in English. He was awarded with Padam Bhusham in 2014. He has been writing for the last fifty years in different genre of literature. His stories and novels got wide publicity worldwide in India. Various directors produced films on his novels. He was also appreciated by various prizes and awards at national level. In 2005, the Bollywood director Vishal Bhardwaj made a film based on his popular novel for children, The Blue Umbrella. The movie won the National Award for best Children’s film. It is a fine specimen published in 1992. This novella has also been filmed in 2007. It is set in a small village of Garhwal, where a little highland girl, Binya lives. She trades her lucky leopard claw pendent with a picknicker lady for a pretty blue umbrella.

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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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Shmakova, Anastasiia Valerievna. "Transparency and mirroring of literary translations of fairy tales by the English writers." Litera, no. 11 (November 2021): 1–8. http://dx.doi.org/10.25136/2409-8698.2021.11.36631.

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The subject of this research is the English-Russian translation of fairy tales from the perspective of transparency and mirroring. The goal of this research is to determine the strategy for literary translation of the English fairy tales. Linguostylistic and comparative analysis is conducted on B. Zakhoder's translations of such fairy tales as “Alice in Wonderland” by L. Carroll, “Winnie the Pooh and All, All, All” by A. Milne, and “Mary Poppins” by P. Travers. The modern theory of translation largely focuses on the various aspects of equivalence and adequacy of the original and translated texts; describes the requirements for the quality of translation, including literary translation. Russian and foreign researchers show heightened attention to the concepts of transparency and mirroring in translation, namely literary translation of children's literature substantiated by the specificity of the target audience. The scientific novelty consists in application of the modern postulates of the theory of translation to children's literature, which broadens knowledge in this scientific field. The main conclusion lies in following the theory of translation transparency for the child reader in translation of children's literature. As a result of the analysis of B. Zakhoder’s translations of fairy tales by L. Carroll, A. Milne, and P. Travers into the Russian language, it is noted that they reflect the general patterns of translation children's fiction, take into account psychological characteristics of the audience, text is adapted to be comprehensible for children, considerable attention is given to the emotional component, expressiveness, and humor. Although B. Zakhoder’s translations are not the full interpretation, he follows the theory of transparency. Imaginative interpretation of the text demonstrates the specificity of translator’s individual style.

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Immel, Andrea. "James Pettit Andrews's "Books" (1790): The First Critical Survey of English Children's Literature." Children's Literature 28, no. 1 (2000): 147–63. http://dx.doi.org/10.1353/chl.0.0250.

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Journal articles on the topic 'Children's literature, Indic (English)'

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