Academic literature on the topic 'Children's literature – Translations into Afrikaans'
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Journal articles on the topic "Children's literature – Translations into Afrikaans"
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Kruger, Haidee. "The translation of cultural aspects in South African children's literature in Afrikaans and English: a micro-analysis." Perspectives 21, no. 2 (June 2013): 156–81. http://dx.doi.org/10.1080/0907676x.2011.608850.
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Kruger, Haidee. "Child and adult readers’ processing of foreign elements in translated South African picturebooks." Target. International Journal of Translation Studies 25, no. 2 (May 17, 2013): 180–227. http://dx.doi.org/10.1075/target.25.2.03kru.
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The tension between domesticating and foreignising translation strategies is particularly strongly felt in the translation of children’s literature, and has been a key issue in many studies of such literature. However, despite the pervasiveness of the concepts, there is little existing empirical research investigating how child (and adult) readers of translated children’s books process and respond to for eignised elements in translation. This means that scholars’ arguments in favour of either domestication or foreignisation in the translation of children’s literature are often based on intuition and personal experience, with no substantial empirical basis. This article presents the findings of an experiment undertaken to investigate Afrikaans child and adult readers’ processing of and responses to potentially linguistically and culturally foreign textual elements in translated children’s picturebooks, against the background of postcolonial/neocolonial cultural and linguistic hybridity in South Africa. The paper reports the results relating to two of the research questions informing the study: Does the use of foreignised elements in translated children’s picturebooks have any significant effect on the cognitive effort involved in reading for child and adult readers? Is the comprehension of child and adult readers affected by the use of for eignised elements in translated children’s picturebooks? A reading study utilising eye-tracking was conducted, involving both child and adult participants reading manipulated domesticated and foreignised versions of pages from two picturebooks translated from English to Afrikaans. To answer research question (1), data obtained by means of eye-tracking were analysed for dwell time, fixation count, first fixation duration and glances count for areas of interest (AOIs) reflecting domesticating or foreignising translation strategies. In order to answer question (2), short structured questionnaires or interviews with participants were used, focusing on the degree of comprehension of the two texts. Overall, the findings of the experiment demonstrate that while there are perceptible effects on processing and comprehension associated with the use of foreignising strategies, these effects are not straightforward or uniform, with notable differences not only for different AOIs, but also for child and adult readers.
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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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Marais, J. L. "’n Kort herbetragting van Uys Krige se prosa met verwysing na 'The dream' as sleutelteks." Literator 9, no. 3 (May 7, 1988): 19–28. http://dx.doi.org/10.4102/lit.v9i3.852.
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Uys Krigc’s prose has always received less attention from scholars of the Afrikaans literature than his poetry, translations and plays, Krige was never awarded any Afrikaans literary prize for his prose, which evoked comparatively little interest from Afrikaans scholars. This article discusses possible reasons for the above situation regarding Krige’s prose, followed by a critical discussion of several factors that were decisive in the canonization of Krige as a poet, translator and playwright rather than as a prose writer. These include factors such as the reception of Krige’s prose in comparison with the other genres that he practised, and the compilation of anthologies, a practice by which texts are published in a context that differs from the original. The short story “The dream” (from The dream and the desert, 1953) is then discussed briefly, indicating several key features of Krige’s prose as contained in this text. The article concludes with a view that a reassessment of Krige’s work will probably show him to have been a better prose writer than a poet, contrary to past and, to a large extent, present assumptions.
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Van Rooy, H. F. "Die vertaling van voorwaardelike konstruksies met die deelwoord in Bybelse Hebreeus in ’n aantal Bybelvertalings." Literator 15, no. 3 (May 2, 1994): 155–84. http://dx.doi.org/10.4102/lit.v15i3.683.
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The translation of conditional constructions with the participle in Biblical Hebrew in a number of Bible translationsThis article discusses the translation of conditional constructions in Biblical Hebrew in the Septuagint, Vulgate and the Old and New Afrikaans translations. Conditional sentences with a participle in the Hebrew protasis are discussed as well as instances where a participial phrase is substituted for the protasis. Constructions in laws and in narrative contexts are dealt with separately and single, double and complex constructions are distinguished. Participial constructions in laws are mainly translated by relative constructions. The Septuagint frequently has participial translations and the Vulgate uses a number of different constructions. In narrative contexts the Hebrew participles are used in ordinary conditional sentences after conditional particles. The translations mainly use the present tense in the protases of the conditional sentences in narrative contexts.
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Pérez, Mónica Domínguez. "The Selection of Children's Books Translated from Spanish to Galician, Basque and Catalan (1940–80)." International Research in Children's Literature 2, no. 2 (December 2009): 243–58. http://dx.doi.org/10.3366/e1755619809000726.
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This study deals with children's literature translated from Castilian Spanish into Galician, Basque and Catalan by a different publisher from that of the source text, between 1940 and 1980, and with the criteria used to choose books for translation during that period. It compares the different literatures within Spain and examines the intersystemic and intercultural relations that the translations reflect. Following the polysystems theory, literature is here conceived as a network of agents of different kinds: authors, publishers, readers, and literary models. Such a network, called a polysystem, is part of a larger social, economic, and cultural network. These extra-literary considerations play an important role in determining the selection of works to be translated. The article suggests that translations can be said to establish transcultural relations, and that they demonstrate different levels of power within a specific interliterary community. It concludes that, while translations may aim to change the pre-existent relationships, frequently they just reflect the status quo.
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Cocargeanu, Dana. "The Adventures of Peter Rabbit in Romania: Translation Challenges and Strategies." International Research in Children's Literature 7, no. 2 (December 2014): 198–212. http://dx.doi.org/10.3366/ircl.2014.0132.
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Romanian children's literature, particularly translations for children, has rather low visibility in international children's literature scholarship, and translations of Beatrix Potter have not been extensively researched, either. This article contributes to filling these gaps by exploring the challenges involved in the recent publication of the first licensed Romanian edition of Beatrix Potter and the strategies employed to solve them. It identifies extra-textual challenges, related to the possibility of publishing Potter, the licensing process, the selection of particular tales and book formats for publication, and marketing strategies; and textual challenges, arising from Potter's writing style, the interdependence between visual and verbal aspects in her tales, their cultural specificity and read-aloud qualities. It also discusses the roles of the British and Romanian publishers in the publishing process and relates the translation strategies visible in the texts to the translator's apparently divided responsibility towards Potter and the Romanian audience, her conceptions of children and children's literature, and the Romanian literary tradition.
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Biernacka-Licznar, Katarzyna, and Natalia Paprocka. "Children's Books in Translation: An Ethnographic Case-Study of Polish Lilliputian Publishers' Strategies." International Research in Children's Literature 9, no. 2 (December 2016): 179–96. http://dx.doi.org/10.3366/ircl.2016.0201.
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This article is part of a larger research project investigating small, innovative Polish children's publishing companies. As shown in previous studies, these ‘Lilliputian publishers’ were important initiators of change in the cultural repertoire of children's books available in Poland at the turn of the millennium. The change they initiated is closely related to the fact that translations account for two-thirds of their output. Drawing on interviews and a case study of children's literature imported from France, the research reported in this article identifies and analyses the criteria and mechanisms of book selection for translation with a view to expanding understanding of the role of publishers in the literary translation event and their interactions with other actors in this process. The article explores also the impact of the studied publishers' literary imports on children's literature in Poland and, more generally, the role of the small, independent publishers as leaders of innovation in children's literature.
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Vid, Natalia Kaloh. "Translation of Children's Literature in the Soviet Union: How Pinocchio Got a Golden Key." International Research in Children's Literature 6, no. 1 (July 2013): 90–103. http://dx.doi.org/10.3366/ircl.2013.0082.
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This article analyses ideological influence on the translations of children's literature in the Soviet Union where translation was seen as an ideological tool and was expected to promote ideological values. Changing and adapting the source texts according to the newly established ideological demands was a common practice. Soviet children's literature was also used as a means of propaganda and a strong pedagogical instrument of education of new Soviet citizens. To explore how the Soviet ideological message was promoted within children's literature, I will analyse Alexei Tolstoy's adaptation of Carlo Collodi's The Adventures of Pinocchio (1883), entitled Zolotoi kliuchek ili prikliucheniia Buratino [The golden key or the adventures of Buratino]; henceforth The Golden Key), published in the Soviet Union in 1935. In Tolstoy's version the original underwent direct ideological changes. As one of the most successful children's stories introduced into the Soviet environment, The Golden Key depicts the values of the system under which it was written, including abolition of private property, the importance of collective labour, and the idea of equality and socialisation.
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Milton, John. "Monteiro Lobato and translation: "Um país se faz com homens e livros"." DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada 19, spe (2003): 117–32. http://dx.doi.org/10.1590/s0102-44502003000300008.
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This paper examines the role of the Brazilian writer Monteiro Lobato in the growth of the book industry in Brazil, concentrating on his translations of children's literature. Lobato revolutionized the book industry in Brazil by introducing more commercial techniques and by marketing his books to social classes that were not used to buying books. Lobato also uses his translations to introduce critiques of Brazil in the 1930s, particularly the political and economic closure of the Estado Novo of Getúlio Vargas. Indeed, the criticisms voiced in Peter Pan resulted in Lobato's spending three months in jail in 1941.
Dissertations / Theses on the topic "Children's literature – Translations into Afrikaans"
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Fouche, Marietjie. "Vertaling en die kindervers : ’n vergelykende studie van Afrikaanse en Franse vertalings." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/71863.
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Thesis (PhD)--Stellenbosch University, 2012.ENGLISH ABSTRACT: Few people realize exactly how complicated the translation of children’s poetry is. Translators do not only have to adhere to the young readers’ desires and satisfy the adult critics, but are constantly confronted with choices concerning the translation of the ‘play-element’ (structure) and the ‘visual element’ (content) of children’s verses, i.e. the translation of cultural elements, figurative language, pun, nonce words, onomatopoeia, alliteration, rhyme and meter. In addition, their translation strategies are continually subjective to and restricted by the visual text (illustrations) in the source texts, which interrelate with the verbal text (verses). In this descriptive, systematic analysis the Afrikaans and French translations of Mother Goose’s nursery rhymes, Dr. Seuss’s rhyming picture books and Roald Dahl’s verse fragments are compared to one another and the source texts in order to identify the various translation strategies and theoretical translation approaches used by the various Afrikaans and French translators, to make concrete observations about the translation of children’s poetry that can be useful for translators, and to establish if it is indeed possible to create translations of children’s verses that remain true to the ‘spirit’ of the original poetic texts, can function as autonomous texts in the target system, and that can supplement the Afrikaans and French children’s literature systems. __________________________________________________________________________
AFRIKAANSE OPSOMMING: Min mense besef hóé ingewikkeld die vertaling van kinderverse eintlik is. Vertalers moet nie net tegelykertyd aan jong lesers se behoeftes voldoen en volwasse kritici tevrede stel nie, maar word ook deurgaans gekonfronteer met keuses wat betref die vertaling van die spel-element (struktuur) en visuele element (inhoud) van kinderverse, o.a. die vertaling van kultuurgebonde verwysings, beeldspraak, woordspel, neologisme, onomatopee, alliterasie, rym en metrum. Daarbenewens word die vertalers se vertaalstrategieë beïnvloed en beperk omdat die visuele teks (illustrasies) in die brontekste deurgaans met die verbale teks (verse) in gesprek tree. In dié deskriptiewe sisteemondersoek word die Afrikaanse en Franse vertalings van Moeder Gans se kinderrympies, Dr. Seuss se versverhale en Roald Dahl se prosimetriese kinderstories met mekaar en die brontekste vergelyk om die verskillende vertaalstrategieë en teoreties gefundeerde vertaalbenaderings wat deur die onderskeie Afrikaanse en Franse vertalers toegepas is, te identifiseer, konkrete bevindinge oor die vertaling van die kindervers te maak wat vir toekomstige vertalers van praktiese nut kan wees, en te bepaal of dit inderdaad moontlik is om vertalings van kinderverse te skep wat getrou bly aan die ‘gees’ van die oorspronklike gedigtekste, as selfstandige tekste in die doelsisteem kan funksioneer, en die Afrikaanse en Franse kinder- en jeugliteratuursisteme kan aanvul.
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Fouche, Marietjie. "'n Afrikaanse vertaling uit Cornelia Funke se Tintenherz." Thesis, Stellenbosch : University of Stellenbosch, 2007. http://hdl.handle.net/10019.1/2099.
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Thesis (MPhil (Afrikaans and Dutch))—University of Stellenbosch, 2007.At present there is an extreme shortage in the publication of Afrikaans children’s books. Although revised publications of popular, classic series, such as the Maasdorp-, Trompie- and Saartjie-series can help fill the void in the market, the contribution made by translations of children’s books should not be underestimated: Afrikaans translations of popular children’s books, such as the Harry Potter- and Narnia-series are well-liked and can even encourage young readers to develop an Afrikaans reading culture. Young readers throughout the world get pleasure from the books written by the renowned German author Cornelia Funke. Funke is viewed as an influential author of children’s books and this is largely due to her popular fantasy-adventure Tintenherz; the extremely original plot of this fantasy-adventure, which forms part of a trilogy, persuades young readers to change their unenthusiastic approach towards reading by showing them that reading can be a pleasant, thrilling experience. This study attempts to prove that an Afrikaans translation of Tintenherz can make an important contribution to fill the void in the Afrikaans children’s literature, as well as encourage young readers to read more. Critics fear that translations of popular children’s books might flood the market with books that might be cheaper, but that are second-rate versions of the original texts since the translations fail to achieve the same literary standards as the original texts. This study attempts to prove that knowledge of theoretical translation strategies, such as George Steiner’s hermeneutic motion, Lawrence Venuti’s approaches of foreignisation and domestication, as well as André Levere’s approach of rewrite as a form of translation do in fact make it possible to produce an Afrikaans translation of Tintenherz which not only meets the requirements of the target-culture and satisfies the wants of the target-readers, but also upholds the literary standard of the original German text.
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Kratz, Julia. "Translating African folktales for children into German : challenges, strategies and solutions." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85776.
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Thesis (MPhil)--Stellenbosch University, 2013.ENGLISH ABSTRACT: South African author Linda Rode‘s book In die Nimmer-Immer Bos (2009a) and Elsa Silke‘s English translation thereof In the Never-Ever Wood (2009b) have won a number of prizes in South Africa, which is evidence both of the quality of the anthology and its translation, as well as of the continued significance of the folktale genre in today‘s fast-paced, modern society. People continue to make sense of the world through telling stories and, although the stories told today might be marked by life in the 21st century, our ancestors‘ stories are still appreciated by many. Although Rode‘s tales are not unlike other folktales, her collection differs in that it is a mosaic of cultures and their folklore spanning the globe, a book that appeals to the whole family, and to young readers and listeners in particular. Through a practical translation into German of selected tales from Silke‘s English version of Rode‘s book, the present thesis investigates ways and means of translating folktales for children. A functional approach was suggested, taking into account the European audience as well as the original intention of the author. As such, the author‘s style was naturalised and an attempt was made to replicate it in the target language, whereas culture-specific items relevant to the setting of the individual tales were retained. Hans J. Vermeer‘s skopos theory, as enhanced by Christiane Nord, as well as Lawrence Venuti‘s concepts of foreignisation and domestication were discussed, amongst other relevant theories. Many of the challenges discussed in the annotations to the practical translation typically occur in the translation of literature for children, and the study thus hopes to make a contribution to research on the translation of literature for children. Interviews conducted for the purpose of the present study furthermore proved the positive impact of good cooperation between the people involved in a translation project on the final translation product. The resulting translation, meant to impart knowledge and pleasure to the audience, furthermore serves as a translation sample that is intended to entice German publishers to commission a translation of Rode‘s anthology for the German book market.
AFRIKAANSE OPSOMMING: Die Suid-Afrikaanse skrywer Linda Rode se boek In die Nimmer-Immer Bos (2009a), sowel as die Engelse vertaling daarvan deur Elsa Silke, getiteld In the Never-Ever Wood (2009b), is in Suid-Afrika met verskeie pryse bekroon. Hierdie erkenning is ‘n bevestiging van die gehalte van die antologie en van die vertaling, sowel as van die voortgesette belangrikheid van volksoorleweringe as genre in die gejaagde, moderne samelewing van vandag. Mense maak steeds sin van die wêreld deur stories te vertel, en hoewel die stories wat vandag vertel word meestal handel oor die lewe in die 21ste eeu, word die stories van ons voorouers steeds deur baie mense waardeer. Hoewel Rode se verhale nie besonder anders as ander volksverhale is nie, verskil haar versameling in dié opsig dat dit ‘n mosaïek van kulture en volksoorleweringe van regoor die wêreld is. Die boek is dus een waarby die hele gesin, maar veral jong lesers en luisteraars, aanklank kan vind. Hierdie tesis ondersoek, deur ‘n praktiese vertaling van enkele verhale uit die Engelse weergawe van Rode se boek in Duits, strategieë vir die vertaling van volksverhale vir kinders. ‘n Funksionalistiese benadering is gevolg, wat die Europese gehoor sowel as die oorspronklike bedoeling van die skrywer in ag neem. In die lig hiervan is die styl van die skrywer genaturaliseer en, waar moontlik, na die doeltaal oorgedra, terwyl kultuurspesifieke items behou is wat relevant is vir die agtergrond waarteen die individuele verhale afspeel. Hans J. Vermeer se skoposteorie, soos aangepas deur Christiane Nord, sowel as Lawrence Venuti se konsepte vervreemding en domestikering is bespreek, saam met ander relevante teorieë. Baie van die uitdagings wat in die annotasies by die praktiese vertaling bespreek word, kom dikwels in die vertaling van kinderliteratuur voor. Hierdie studie hoop dus om ‘n bydrae tot navorsing oor die vertaling van verhale vir kinders te lewer. Onderhoude wat vir die doel van die studie gevoer is, het verder bewys gelewer van die positiewe impak wat goeie samewerking tussen die rolspelers in ‘n vertaalprojek op die finale vertaalproduk kan hê. Die uiteindelike vertaling, wat bedoel is om kennis oor te dra en genot aan die gehoor te verskaf, dien verder as ‘n vertaalvoorbeeld wat Duitse uitgewers hopelik sal aanmoedig om Rode se antologie vir die Duitse boekemark te laat vertaal.
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Walters, Coenraad Hendrik. "Vervreemding, patronaat en tuiskoms : die Gilgamesj-epos vir Afrikaanse kinderlesers." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86499.
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Thesis (MPhil)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The epic of Gilgamesh is the oldest recorded story known to humanity. It has a long and complex textual history. The final version of the epic, generally known as the standard version, was produced about 1200 B.C. in the Babylonian dialect of Akkadian by a priest and scribe named Sin-leqi-unninni. The cuneiform tablets upon which the epic was recorded, were rediscovered during the nineteenth century when European archaeologists started digging in the ancient cities of the Middle East, especially Nineveh. Since then the story has been translated into many languages; several English translations have been published. Some of these translations of the epic maintain epic poetic form, others are in prose, and there are a number of versions for children. At the moment no complete version exists in Afrikaans. This thesis presents a translation of parts from Geraldine McCaughrean's English children's version, which was published in 2002. McCaughrean adapts the structure of the standard version, clearly a strategy to make her text exciting for modern readers. The theoretical insights of André Lefevere and Lawrence Venuti form the paradigm for the translation process. Lefevere sees translation as one of a number of rewriting techniques. The detail of such a rewriting is determined by the poetics of the target culture, the patronage which enables such a translation to exist, and the ideological framework within which the rewriting develops. Venuti distinguishes between two translational approaches: a domesticating translation adapts the translation to the target culture and creates the impression with readers that they are reading an original text; foreignising translation makes the readers aware that they are reading a text from another culture. The opportunities and limitations of children's literature and translation for children are explored. Specific attention is given to taboo topics, as a number of these appears in the Gilgamesh Epic. The writers of the children's versions have solved these problems in different ingenious ways. Annotations shed light on the translational challenges and the decisions of the translator. Finally the whole project is evaluated and suggestions for further research are made.
AFRIKAANSE OPSOMMING: Die Gilgamesj-epos is die mensdom se oudste opgetekende verhaal. Dit het ‘n lang en komplekse ontstaansgeskiedenis. Die finale variant van die epos, wat algemeen bekend staan as die standaardweergawe, is ongeveer 1200 v.C. in Babiloniese Akkadies geskryf deur ‘n skriba-priester genaamd Sin-leqi-unninni. Die spykerskriftablette waarop dit opgeteken is, is gedurende die negentiende eeu herontdek tydens argeologiese opgrawings van die verwoeste antieke stede in die Midde-Ooste, veral Nineve. Sedertdien is die verhaal in verskeie tale vertaal; daar bestaan etlike vertalings in Engels. Hierdie vertalings van die epos word soms aangebied as epiese gedig, in ander gevalle in prosavorm, en daar bestaan ook ‘n paar verskillende weergawes vir kinders. Daar bestaan tans egter geen volledige weergawe in Afrikaans nie. Hierdie tesis bied ‘n vertaling van dele uit een van die Engelse kinderweergawes, dié van Geraldine McCaughrean, wat in 2002 verskyn het. McCaughrean pas die struktuur van die standaardweergawe aan, ‘n duidelike strategie om haar teks vir hedendaagse lesers opwindend te maak. Die teoretiese insigte van André Lefevere en Lawrence Venuti vorm die raamwerk vir die vertaalproses. Lefevere beskou vertaling as een van ‘n hele aantal tegnieke van herskrywing. Die besonderhede van so ‘n herskrywing word bepaal deur die poetika van die doelkultuur, die patronaat wat die herskrywing moontlik maak, en die ideologiese raamwerk waarbinne die herskrywing ontstaan. Venuti onderskei tussen twee vertaalbenaderings: ‘n domestikerende vertaling pas die vertaalde teks sterk aan by die doelkultuur sodat lesers van die vertaling onder die indruk gebring word dat hulle ‘n oorspronklike teks lees; en vervreemdende vertaling, waarin die lesers bewus is dat hulle ‘n teks uit ‘n ander kultuur lees. Die moontlikhede en beperkinge van kinderliteratuur en vertalings vir kinderlesers word ondersoek. Spesifieke aandag word geskenk aan taboe-onderwerpe, waarvan ‘n hele paar in die Gilgamesj-epos voorkom, en hoe die skeppers van die kinderweergawes hierdie probleme opgelos het. Annotasies belig die vertaaluitdagings en die vertaler se keuses. Ten slotte word die projek as geheel geëvalueer en voorstelle vir verdere navorsing verskaf.
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De, Roubaix Lelanie. "Alice se avonture in Afrikaans : 'n vertaalteoretiese beskouing van geskiktheid, aanvaarbaarheid en gepastheid." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/4307.
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Thesis (MPhil (Afrikaans and Dutch))--University of Stellenbosch, 2010.ENGLISH ABSTRACT: Lewis Carroll’s classic children’s tale Alice’s Adventures in Wonderland, as well as its sequel, Through the Looking-Glass and What Alice Found There, have the reputation of being the most quoted and translated texts of all time, after the Bible and Shakespeare. The status of the Alice books as timeless classics is confirmed by the numerous translations and adaptations of the texts that have already been made and is still being made. In this study, a descriptive investigation of André P. Brink’s Afrikaans translation of Carroll’s classic children’s books is undertaken in order to investigate whether the translation is still suitable for Afrikaans readers today. Brink’s Afrikaans translation of Alice’s Adventures in Wonderland was published in 1965, and his translation of Through the Looking-Glass and What Alice Found There in 1968. Firstly, an overview of the most important theoretical contributions to translation studies since the nineteen-eighties is given to provide a foundation for the investigation and description of translations. Relevant terminology, such as adequacy and acceptability, will be explained. Emphasis will especially be placed on the interaction between the theoretical contributions, which will serve as a basis for the conclusion drawn regarding the suitability of the translation. The conclusion will be based on an application where the translation will be investigated. The translation is studied from a theoretical point of view on macrostructural as well as microstructural level. In the macrostructural analysis, references to the title, cover pages, illustrations, chapter titles, and the (in)visibility of the translator will be made. The microstructural analysis comprises an investigation of how Brink dealt with translation problems that arose during the particular translation. As a result of the investigation of the translation, conclusions can be drawn regarding the suitability of the translation for current readers. A recommendation on the possibility of a retranslation is also offered.
AFRIKAANSE OPSOMMING: Lewis Carroll se klassieke kinderverhaal Alice’s Adventures in Wonderland en die opvolg Through the Looking-Glass and What Alice Found There, het die reputasie as die tekste wat, naas die Bybel en Shakespeare, die meeste aangehaal word en vertaal word van alle tekste. Die status van die Alice-verhale as tydlose, klassieke verhale word bevestig deur die verskeie vertalings en verwerkings daarvan wat reeds gedoen is en steeds onderneem word. In hierdie studie word ’n beskrywende ondersoek van André P. Brink se Afrikaanse vertaling van Carroll se verhale onderneem om vas te stel of die vertalings vir huidige lesers steeds gepas is. Brink se Afrikaanse vertaling van Alice’s Adventures in Wonderland is reeds in 1965 gepubliseer en die vertaling van Through the Looking-Glass and What Alice Found There in 1968. ’n Oorsig oor die vernaamste vertaalteoretiese bydraes sedert die tagtigerjare word eerstens gebied as gronding vir die bestudering en beskrywing van vertalings. Relevante terminologie, waaronder geskiktheid en aanvaarbaarheid, kom ook aan bod. Daar word veral klem gelê op die interaksie tussen die teoretiese bydraes, wat gesamentlik dien as ’n grondslag vir die gevolgtrekking wat gemaak word oor die gepastheid van die vertaling. Die oordeel oor die gepastheid, al dan nie, van die vertaling word gegrond op ’n toepassing waar die vertaling bestudeer word. Die vertaling word vanuit ’n vertaalteoretiese oogpunt op makro- sowel as mikrovlak bestudeer. Op makrovlak word daar onder andere verwys na die titel, voorblaaie, illustrasies, hoofstuktitels en die (on)sigbaarheid van die vertaler. Die bestudering van die vertaling op mikrovlak behels ’n ondersoek na Brink se hantering van vertaalprobleme wat in die betrokke vertaalsituasie ontstaan. Na aanleiding van die bestudering van die vertaling kan daar afleidings gemaak word oor die gepastheid daarvan vir huidige lesers en word ’n aanbeveling gemaak oor die moontlikheid van ’n hervertaling.
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Fouché, Marietjie. "'n Afrikaanse vertaling uit Cornelia Funke se Tintenherz /." Link to the online version, 2007. http://hdl.handle.net/10019/1026.
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Du, Toit Jacoba Wilhelmina. "Resente kleuter- en kinderbybels in Afrikaans en Engels : 'n krities-evaluerende ondersoek binne 'n literêr-semantiese raamwerk." Doctoral thesis, University of Cape Town, 1996. http://hdl.handle.net/11427/26074.
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This research resulted from a concern for serious, authentic texts and the quality of adaptations. This brought the problematics surrounding the Bible and children's Bibles to the fore. The main concern is the integrity of the original text, and the depriving effect these adapted texts could have on very young listeners or readers. Chapter 1 is an introduction to this study. In chapter 2 the logical and magical dimensions of the word (as art) are examined. Chapter 3 is an attempt to define the Bible in literary semantic terms. Concepts under discussion are inter alia: oral tradition, genre, author, writer, double text (supratext and subtext), autobiography, reader and oeuvre. Chapter 4 defines children's Bibles in literary semantic terms and six prototypes are critically evaluated because of their claim to be called Bible. In chapter 5 these texts are discussed as children's literature. The last chapter gives an updated view of the child, including his religious needs and insights. A corrective on existing children's Bibles is proposed and motivated. Theoretical works on literary semantics, children's literature, developmental psychology and theology have been consulted. Although psychology and theology play a fairly important role in this study, the perspective remains literary semantic. ihe survey material includes all the English and Afrikaans toddler's and children's Bibles that were available in Cape Town, during the period 1992-1994. The main conclusion of this thesis is that the integrity of the original text, and that of the Author, have been violated (to different degrees). The implication is that the young listener has been deprived of a valuable meaninggiving source. Further it has been found that children's Bibles do not really have the right of existence as either Bible or children's literature. But the popularity and the real need for texts of this kind necessitates an alternative. A new approach is also suggested, namely, that the child starts hearing the pure Scripture already in utero. The practical outcome of this study proposes an alternative publication, which will soon be attempted. By the selection of Scriptures the selector will endeavour to give an overall view of the complete oeuvre in verbatim text. The aim is to publish such a text in various South African languages.
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Van, Staden Drieka. "Intercultural issues in the translation of parody; or, getting Alice to speak French and Afrikaans in Wonderland." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6590.
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Thesis (MPhil (General Linguistics))--University of Stellenbosch, 2011.Bibliography
ENGLISH ABSTRACT: The classic Victorian tale by Lewis Carroll, Alice’s Adventures in Wonderland (1865), has been enjoyed by adults and children alike in many countries and in many languages. In this book, Carroll parodies the accepted style of children’s books of the Victorian Age by mocking the moralistic and realistic expectations. All the poems in the book are parodies of once familiar nursery rhymes, which often conveyed a moral lesson. Translating Alice’s Adventures in Wonderland is a challenging task, as it poses culturespecific, text-specific and language-specific problems. Although the book has been translated into more than 70 languages, it seems to be more popular in some cultures than in others. At the same time, some cultures seem to be content with “older” translations, while others need “updated” versions. Cultural differences seem to play a role in these preferences. The aim of this study is to examine the French and Afrikaans translations of a parodied poem (as found in chapter 2 of Alice’s Adventures in Wonderland) from an intercultural perspective. In both cases, the translators seem to have found equivalents in their respective cultures that would be acceptable to their target readers.
AFRIKAANSE OPSOMMING: Die klassieke Victoriaanse verhaal deur Lewis Carroll, Alice se Avonture in Wonderland (1865), het plesier verskaf aan volwassenes en kinders in baie lande en in baie tale. In hierdie boek parodieer Carroll die aanvaarbare styl van kinderboeke van die Victoriaanse tydperk deur die spot te dryf met die moralistiese en realistiese verwagtinge. Al die gedigte in die boek is parodieë van eens bekende rympies, wat dikwels ‘n morele les bevat het. Die vertaling van Alice se Avonture in Wonderland is ‘n uitdagende taak, aangesien dit bepaalde kultuur-, teks- en taalverwante probleme inhou. Hoewel die boek in meer as 70 tale vertaal is, blyk dit meer gewild te wees in sekere kulture as in ander. Terselfdertyd is sommige kulture skynbaar tevrede met “ouer” vertalings, terwyl ander meer “hersiene” weergawes verkies. Kultuurverskille speel oënskynlik ‘n rol in hierdie voorkeure. Die doel van hierdie studie is om die Franse en Afrikaanse vertalings van ‘n geparodieerde gedig (soos dit voorkom in hoofstuk 2 van Alice se Avonture in Wonderland) te ondersoek vanuit ‘n interkulturele perspektief. Klaarblyklik het die vertalers in beide gevalle ekwivalente in hulle onderskeie kulture gevind wat aanvaarbaar sou wees vir hulle teikenlesers.
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Todorova, Marija. "Images of the Western Balkans in English translations of contemporary children's literature." HKBU Institutional Repository, 2015. https://repository.hkbu.edu.hk/etd_oa/190.
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Since the late 1990s there has been an increasing interest in the representation of Balkan culture in the literary works of authors writing in English. Scholars (Bakić-Hayden 1995, Todorova 1997, Goldsworthy 1998, Norris 1999, Hammond 2010) have shown how literary representations of the Balkans have reflected and reinforced its stereotypical construction as Europe’s “dark and untamed Other. However, the contribution of translated literature in the representation of these images has rarely been considered, and in particular that of children’s literature has been seriously neglected. Thus, this study of images of the Western Balkans in translated children’s literature published in the period of 1990 2013, adds a hitherto uncharted literary terrain to the Balkanist discourses and helps shed a new and more complete light on the literary representations of the Balkans, and the Western Balkans more precisely. Children’s literature has been selected for the scope of this study due to its potential to transform and change deeply rooted stereotypes. The study approaches translations as framing and representation sites that contest or promote stereotypes in the global literary market. English has been selected as a target language due to its global position as а mediating language for the promotion of international literature, and with that also carrying stereotypes and transmitting them efficiently. This study looks at the images embedded in the texts, both source and target, and their representation in translation, including the translator’s interventions, but even more at the level of paratexts, and especially in the use of illustrations. It also examines adaptations accompanying the presentation of the translated book into the target society, such as documentaries, music scores and theatre performances. The discussion also considers how a book is selected for translation, and how different production participants contribute in the whole process of translation, including their motivations and goals, as well as their location. Using the methodology of imagology (Leerssen, 2007), and multimodal visual analysis (Kress and van Leeuwen, 1996, 2006), five case studies are elaborated, covering books from five different countries in the Western Balkans (Bosnia and Herzegovina, Croatia, Serbia, Macedonia, and Montenegro) and from five different types within children’s literature (non-fiction, anthology, novel, picturebook, and an e-book). The five case studies confirm the complexity of the topic at hand. Although there are no firm patterns in the production of English translations of contemporary children’s literature from the Western Balkans we can point out several observations. While the translations of the text, in most cases, closely follow the source text, with only slight interventions by some of the translators, the translated books differ quite significantly in their paratexts, especially illustrations and adaptations accompanying the book for the target culture. In terms of the representation of violence, as one of the predominant stereotypical characteristics of the Western Balkans, images vary from direct representation of violence to full erasure of violent acts. The discussion on presenting violence is analysed from two distinct points of view, the two traits of auto- and hetero- images as identifies in the case studies. In cases of self-representation, the case studies show a network of production participants in which the source author can be seen as the driving force in the process, usually recruiting friends and supporters to perform other tasks in the process translators, illustrators, publishers, etc. The auto-images take the form of ‘nesting’ Balkanisms, balancing (non)violent masculinities, or centring on love and humaneness. On the other hand, networks led by translators/editors located in the target culture will more often be motivated by commercial factors, along with representation of the source culture, thus either emphasizing the preconceived stereotypes of dominant violence in the Western Balkans, or turning towards globalizing the images of violence.
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Lochlainn, Caoimhe Nic. "Creating corpus and culture : translations and retellings in children's literature, 1922-2012." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709684.
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This thesis examines the translations and retellings of stories aimed at children that have been published in the Irish language between 1922 and 2012. The central role of the state-led publishing house, An Gum, in creating a corpus of literature for children is analysed using unpublished correspondence from the publisher's archives. The ideologies behind the choice of texts published by An Gum and by various other publishing houses are also examined. Of particular interest are the translation strategies that can be seen in the retellings and adaptations of traditional stories, as well as in the translations of canonical children's novels in this time frame. The effect that the boom in immersion education had on publications is analysed, as well as the role of international book fairs, such as those held in Frankfurt and Bologna, in corpus creation for children. Throughout the thesis, the context in which translation takes place and the practical function of translated texts are examined, as well as historical and contemporary trends. To further illuminate the methodologies that were used in this period, some of the most interesting phenomena in Irish-language publishing for children are analysed in the form of case studies. The thesis culminates in a practical case study in which I have chosen a French text for translation into Irish, and have justified the choices I have made in the creative translation process.
Books on the topic "Children's literature – Translations into Afrikaans"
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Toerien, Barend J. Afrikaans literature in translation: A bibliography. Cape Town: Tafelberg, 1998.
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Fourie, Corlia. Ganekwane and the green dragon: Four stories from Africa. Morton Grove, Ill: A. Whitman, 1994.
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Children's literature on the move: Nations, translations, migrations. Dublin, Ireland: Four Courts Press, 2013.
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Textual transformations in children's literature: Adaptations, translations, reconsiderations. New York: Routledge, 2012.
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Translation Project "Macedonian Literature in English." and Macedonia (Republic). Ministerstvo za kultura, eds. Children's novels. Skopje: St. Clement of Ohrid, National and University Library, 2011.
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Jones, Bronwen. Tristan en Thobe gaan skool toe =: Utristani nothobe baya esikoleni. Johannesburg: Ithemba, 1995.
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Jones, Bronwen. Tristan le Thobe ba ya sekolong =: Tristan en Thobe gaan skool toe. Johannesburg: Ithemba, 1995.
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Jones, Bronwen. Utristan no Thobe baya esikolweni =: Tristan en Thobe gaan skool toe. Johannesburg: Ithemba, 1995.
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Jones, Bronwen. Tristan and Thobe go to school =: Utristan no Thobe baya esikolweni. Johannesburg: Ithemba, 1995.
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Kruger, J. A. Kinderkeur: ʼn gids tot bekroonde Suid-Afrikaanse kleuter-, kinder- en jeugboeke tot 1989. Pretoria: Universiteit van Suid-Afrika, 1991.
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Brajerska-Mazur, Agata. "Portmanteaus, Blends and Contaminations in Polish Translations of “Jabberwocky”." In Negotiating Translation and Transcreation of Children's Literature, 139–59. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2433-2_9.
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Korzeniowska, Aniela. "On the Morally Dubious Custom of Rewriting Canonical Translations of Children’s Literature." In Negotiating Translation and Transcreation of Children's Literature, 73–88. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2433-2_5.
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Wieczorkiewicz, Aleksandra. "Translators in Kensington Gardens: Polish Translations of J. M. Barrie’s First Peter Pan Novel." In Negotiating Translation and Transcreation of Children's Literature, 89–106. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2433-2_6.
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Pielorz, Dorota. "Does Each Generation Have Its Own Ania? Canonical and Polemical Polish Translations of Lucy Maud Montgomery’s Anne of Green Gables." In Negotiating Translation and Transcreation of Children's Literature, 107–21. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2433-2_7.
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Sasaki, Anna. "Translating Sounds: A Study into the Russian-Language Translations of Onomatopoeic Proper Names in the Twentieth-Century English-Language Children’s Literature." In Negotiating Translation and Transcreation of Children's Literature, 177–95. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2433-2_11.
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Gicala, Agnieszka. "How Can One Word Change a World? Black Humour and Nonsense in Lewis Carroll’s Alice’s Adventures in Wonderland and its Polish Translations from the Cognitive-Ethnolinguistic Perspective." In Negotiating Translation and Transcreation of Children's Literature, 125–38. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-2433-2_8.
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"Why Does Children's Literature Need Translations?" In Children's Literature in Translation, 29–44. Routledge, 2014. http://dx.doi.org/10.4324/9781315759845-6.
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"Where (and When) Do You Live, Cinderella? Cultural Shifts in Polish Translations and Adaptations of Charles Perrault’s Fairy: Monika Woźniak." In Textual Transformations in Children's Literature, 97–110. Routledge, 2013. http://dx.doi.org/10.4324/9780203098479-13.
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Courtad, Carrie Anna, and James C. Courtad. "Multicultural Literacy, Community Engagement, and Preservice Teachers." In Advances in Early Childhood and K-12 Education, 614–34. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7375-4.ch030.
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When we teach, we must look beyond the students in front of us and at the environment in which students will eventually live and work. Teachers in K-5 institutions in major urban centers face language barriers when engaging with parents. Preservice teachers and second language learners need practical, applicable experience in connecting with parents and improving their shared reading strategy. Instructors need to include authentic, culturally diverse children's literature into the teacher candidates' world. Instructors can apply classroom knowledge to provide a product to solve a problem for current teachers. Benefits in this community engagement project are numerous for all the players involved. This chapter details a community engagement project that includes lesson plans to integrate culturally diverse children's literature, lesson plans for instructions in interactive read alouds, provides research-based evidence behind the benefits of interactive read alouds, culturally diverse literature, and parent/students interactions for translations.