In her dissertation Thomson-Wohlgemuth argues that ‘there seems to be agreement that the translation problems in texts for adults and for children are, essentially, the same; they can be described using the same concepts and can be arranged in the same categories’ (1998, p. 36).
However, there are a lot of specific translation problems in children’s literature translation which could of course be grouped in broad categories, which also contain similar problems concerning adult texts translation but which have to be handled quiet differently due to target group specific considerations. The following essay will argue this point choosing from a huge range three exemplary categories comprising specific children’s literature translation problems.
Table of Contents
1. Introduction
2. Cultural Embedded Elements
2.1 Names
3. Read-aloud-ability
4. Visual Elements
Objectives and Topics
This academic text investigates whether translation problems in literature for children and adults are fundamentally the same, ultimately arguing that children's literature presents unique challenges that require distinct translational considerations.
- The influence of the target audience's age and cognitive development on translation strategies.
- The specific challenges posed by culturally embedded elements and proper names in children's texts.
- The necessity of "read-aloud-ability" and its impact on pacing and stylistic choices.
- The role and integration of visual elements in translating children's illustrated books.
- The complexity of translating for a dual-readership, involving both children and adults.
Excerpt from the Book
Cultural Embedded Elements
A further translation problem that falls into the category of cultural embedded elements are names. In children’s literature translation, the translation of names can be quite demanding due to two main reasons.
Firstly, proper fictional source text names are likely to foreignise translations, because they are culturally marked (Nord, 2003, p. 184). As the knowledge of a child and its ability to comprehend increase with its age, so does its ability to tolerate the foreign in a text. Therefore teenagers and adolescents might enjoy a certain degree of foreign elements in literature, while young children prefer texts that have been tailored to their level of (language) knowledge, i.e. texts that provide effortless readability for them, and that have been domesticated which means that not only for instance material culture elements like food (Newmark, 1988) have been replaced by familiar target culture terms but also ‘exotic’ proper names (Nord, 2003, p.185). This is why in some of the German translations of Alice in Wonderland the character names have been changed from e.g. ‘Dinah’ (English) to the – in that time – more typical German name ‘Suse’ (Nord, 2003).
Chapter Summary
1. Introduction: This chapter introduces the core debate regarding the similarity of translation problems in adult versus children's literature, noting that while general concepts apply, specific genre-based constraints exist.
2. Cultural Embedded Elements: This section examines how cultural norms and societal values necessitate careful adaptation in children's literature to ensure the translated text remains appropriate for the target culture's educational and social standards.
2.1 Names: This subsection analyzes the challenges of translating proper names, distinguishing between the need for domestication in books for younger children and the retention of meaningful, character-defining names.
3. Read-aloud-ability: This chapter focuses on the necessity of creating rhythmic, pleasing texts for oral rendition, highlighting the complexity of maintaining pacing while using playful linguistic devices.
4. Visual Elements: This final chapter explores the unique interrelation between illustrations and text, arguing that images can act as significant constraints on a translator's ability to domesticate the content.
Keywords
Children's Literature, Translation Studies, Cultural Adaptation, Domestication, Foreignisation, Read-aloud-ability, Visual Elements, Proper Names, Polysystem Theory, Dual Readership, Literary Translation, Pedagogical Function, Intercultural Communication, Linguistic Playfulness, Translation Strategies
Frequently Asked Questions
What is the primary focus of this academic work?
The work examines the translation of children's literature and questions the common assumption that translation challenges for children and adults are identical, highlighting areas where children's literature requires specialized approaches.
What are the central themes discussed in the text?
The central themes include the impact of cultural norms on children's texts, the translation of names, the importance of oral readability, the role of visual components, and the challenges of translating for a dual audience.
What is the main research question or objective?
The objective is to argue that, while broad translation categories may overlap between genres, there are specific, unique translation problems in children’s literature that mandate different translational strategies.
Which scientific methods are primarily employed?
The author uses a qualitative, comparative approach, drawing upon existing translation theories and frameworks such as the polysystem theory and specific case studies to analyze and categorize translation problems.
What core topics are addressed in the main body of the text?
The main body treats four distinct problem categories: culturally embedded elements (including names), read-aloud-ability, visual elements, and the complexity of dual-readership texts.
Which keywords best characterize the research?
Key terms include children's literature, translation studies, cultural adaptation, domestication, and visual elements.
How does the author define the function of children's literature in this context?
The author views children's literature as a dual entity belonging to both the literary and educational systems, meaning its function is both to entertain and to provide instruction.
Why is "read-aloud-ability" considered a specific translation problem for children?
Because much of children's literature is intended for oral performance, translators must account for rhythm and sentence structure, which is less critical in standard adult literature translations.
How do visual elements constrain the translator?
Visual elements act as non-linguistic constraints; if an illustration depicts a culturally specific object, the translator cannot easily domesticate the corresponding text without causing a mismatch between image and language.
- Quote paper
- Dörte Schabsky (Author), 2012, Adult vs. Children's Literature Translation, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/207988
