scholarly journals Kamil Kilani’s Adaptation of Shakespeare in Arabic Children’s Literature: Acculturation Versus Enculturation

2021 ◽  
Vol 11 (12) ◽  
pp. 1636-1646
Author(s):  
Lamis Ismail Omar
Keyword(s):  
Children's Literature ◽  
Cultural Adaptation ◽  
Arab World ◽  
Children’S Literature ◽  
Literary Form ◽  
Source Text ◽  
Conceptual Content ◽  
Educational Levels ◽  
Arduous Task ◽  
Cultural Content

Children’s literature is a young literary genre which is guided by a complex set of motivational, cognitive and metacognitive considerations. In the Arab world, children’s literature emerged in tandem with the modern translation movement but has started to prosper as an independent literary form only recently. Translating for children is an arduous task with myriad challenges on the linguistic, sociocultural and educational levels. This paper aims to research Kamil Kilani’s Arabic adaptation of King Lear as a model to translate for children. Kilani’s translations are significant because they are adapted in a way which responds to the needs of children without simplifying the lexical and stylistic components of the source texts or compromising their cultural content. The paper adopts a descriptive methodology supporting the main argument with comparative examples from the source text and the target text. The analysis shows that Kilani’s adaptation revolutionized the source text’s form and structure, while preserving its conceptual content, language level and style exquisitely. The results suggest that translating for children does not have to embrace cultural adaptation strategies and can instead embrace a model of acculturation between the source text cultural content and the target text readers.

Translating in a constrained environment

Babel ◽  
2021 ◽  
Author(s):  
Anna Rędzioch-Korkuz
Keyword(s):  
Children's Literature ◽  
Cultural Adaptation ◽  
Children’S Literature ◽  
Source Text ◽  
Translation Process ◽  
Text Type ◽  
Systemic Analysis ◽  
Vantage Points ◽  
Text Language ◽  
Point Of Departure

Abstract Translating children’s literature has been an object of interest researched from a number of vantage points, including the question of constraining factors. Scholars have highlighted mainly the question of dual readership or cultural adaptation, frequently without a global and systemic analysis of all impediments. This article examines the Polish translation of the German book for children, Katharina von der Gathen’s Klär mich auf, from a constraint-based framework. This article focuses on the reconstruction of the constraints in the translation process: the point of departure is the framework with three basic factors that constrain translation, i.e., the intention of the author/translator, text type, and the profile of the audience. The presented argumentation incorporates other formal impediments, such as the visual layer of the book and the semiotic make-up of the source text, language taboo and censorship or the literary polysystems. The analysis of the constraint framework helps to comprehend the translation in terms of the ST-TT relationship regarding their intended audiences, genre-related features, and the child-adult duality.

scholarly journals Recent Children's Literature In the Arab World

1970 ◽  
pp. 3
Author(s):  
Lebanese American University
Keyword(s):  
Children's Literature ◽  
Arab World ◽  
Children’S Literature ◽  
Good Deal ◽  
Large Degree

Books written for children in the Arab World have undergone a good deal of change since the thirties and forties, when Kamel Kaylani produced his pioneer works which achieved a large degree of success at the time.

scholarly journals Translating for children in the Arab world: an exercise in child political socialization

2020 ◽  
Vol 2 (2) ◽  
pp. 160-171
Author(s):  
Sabeur Mdallel
Keyword(s):  
Children's Literature ◽  
Political Socialization ◽  
Arab World ◽  
Children’S Literature ◽  
Dominant Ideology ◽  
Arabic Translation ◽  
Black Beauty ◽  
Geographical Context

Translating under the Arab dictatorships is a perilous task, as censorship bodies control all means and forms of expression. This is particularly true for children’s literature, which is a powerful tool of political socialisation. Al-Hajji’s Guide to Arab children's literature, translated in the Arab world from 1950 to 1998, shows that no book that undermines the dominant ideology has ever been translated in this geographical context. However, if a book chosen for translation contains some elements that might be viewed as subversive, strategies are adopted that automatically annihilate any threat. This paper focuses on the Arabic translation of Anna Sewell’s Black Beauty, published in Syria in 1991, to which elements have been added that were never envisaged by the original author.

scholarly journals Oswajanie obcości kulturowej w przekładzie literatury dziecięcej. Przypadek Domowych duchów Dubravki Ugrešić

2020 ◽  
Vol 20 ◽  
Author(s):  
Magdalena Ślawska
Keyword(s):  
Short Stories ◽  
Comparative Analysis ◽  
Children's Literature ◽  
Proper Names ◽  
Children’S Literature ◽  
Source Text ◽  
Translation Strategies

The Domestication of Cultural Strangeness in the Translation of Children's Literature: The case of Dubravka Ugrešić's Kućni duhovi [Home Ghosts]This article is devoted to the Polish translation of Kućni duhovi [Home Ghosts], a collection of short stories by Dubravka Ugrešić, her only book addressed to the youngest readers which has been published outside Croatia. The study focuses on the issue of cultural strangeness generated mostly by proper names that appear in the stories: ghosts' names, and the names and surnames of other characters. In her translation, Dorota Jovanka Ćirlić domesticated the source text, replacing all of them with Polish equivalents. The comparative analysis presented in this article considers translation strategies she used and illustrates them with numerous examples. Oswajanie obcości kulturowej w przekładzie literatury dziecięcej. Przypadek Domowych duchów Dubravki UgrešićNiniejszy artykuł poświęcony jest przekładowi na język polski zbioru opowiadań Dubravki Ugrešić pt. Domowe duchy. Jest to jedyna książka pisarki adresowana do najmłodszych czytelników, która ukazała się poza granicami Chorwacji. Szczególna uwaga skierowana została na kwestię obcości kulturowej, którą w książce Ugrešić generują przede wszystkim nazwy własne (nazwy duchów, imiona i nazwiska pozostałych bohaterów). Dorota Jovanka Ćirlić, autorka przekładu, dokonała udomowienia tekstu źródłowego, zastępując wszystkie nazwy własne, pojawiające się w oryginale, polskimi ekwiwalentami. Zastosowane przez tłumaczkę strategie translatorskie zostały omówione oraz zilustrowane licznymi przykładami w toku analizy porównawczej.

scholarly journals Translating Children’s Literature in the Arab World

2003 ◽  
Vol 48 (1-2) ◽  
pp. 298-306 ◽  
Author(s):  
Sabeur Mdallel
Keyword(s):  
Children's Literature ◽  
Arab World ◽  
Children’S Literature ◽  
Cultural Transfer ◽  
Arabian Nights ◽  
Ideological Bias ◽  
Cultural Measures

Abstract Children’s literature in the Arab World is impregnated with morality, didactics and a heavy ideological bias, in spite of some attempts for change. Translating for children is, in its turn, governed by the same rules that govern writing for them.Translation is not only a lexical but also a cultural transfer. Adopting some protective cultural measures, while translating for children, becomes inevitable especially if the source and target cultures have little in common. The Arabian Nights is the first book for children in the Arab world, though not initially meant for them, to be translated into many languages and has become part of international Children’s Classics.

scholarly journals PECULIARITIES OF TRANSLATING CHILDREN’S LITERATURE

2021 ◽  
Vol 1 (11(79)) ◽  
pp. 64-67
Author(s):  
Nataliya Hryciv ◽  
Roksolana Syndeha
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Text Message ◽  
Source Text ◽  
Language And Culture ◽  
Children's Book ◽  
The One ◽  
Definition Of ◽  
Functionalist Approach ◽  
Target Culture

The article focuses on the analysis of children’s literature translation. The definition of children’s literature is researched in the article, taking into account its purpose, audience and content, which makes it an interesting subject for studying. The function of the translated text in the target culture may also differ from the one intended by the author. The current study will take into account all of the mentioned factors (purpose, audience and content), taking a functionalist approach to the analysis. While translating children’s literature, the translator is not only the mediator between two systems of language and culture, but he also becomes the second writer of the work. Not only he is to transfer the meaning of the ST (source text) message, but also make it comprehensible for the target audience, which, thus, makes him bear in mind all the features of children’s book.. In the article the special attention is paid to the techniques of translating and its specific issues. The main approaches of translating for children and the features of children’s literature have been also researched.

scholarly journals La formación de los futuros maestros a través de la literatura: los textos literarios desde una perspectiva didáctico-práctica

2015 ◽  
pp. 93-106
Author(s):  
María Victoria Guadamillas Gómez
Keyword(s):  
Children's Literature ◽  
Qualitative Study ◽  
Children’S Literature ◽  
Educational Levels ◽  
First Semester ◽  
La Mancha ◽  
Elective Course ◽  
Faculty Of Education ◽  
Infant Education ◽  
Futuros Maestros

Este artículo pretende reflexionar sobre la formación literaria que reciben los futuros maestros, concretamente, en literatura infantil. Con este objetivo, se presenta el estudio cualitativo llevado a cabo a través de la experiencia didáctica realizada con los estudiantes de Educación Infantil de la Facultad de Educación de Toledo de la Universidad de Castilla-La Mancha y a través de la cual se pretendió efectuar una introducción a la literatura infantil en lengua inglesa con base didáctica en el contexto de la materia optativa Literatura Infantil en Lengua Inglesa y su Didáctica. En primer lugar, se describen algunos beneficios derivados de la inclusión de la literatura infantil y de su utilización en las primeras etapas educativas, revisando para ello algunas aportaciones teóricas relevantes. Posteriormente, se argumenta sobre la necesidad de formación en literatura infantil que presentan los futuros maestros para el provecho desempeño de su ocupación, así como para la transmisión literaria en el aula de niveles educativos iniciales. En tercer lugar, la presente contribución describe en detalle el enfoque didáctico adoptado con los maestros en formación, atendiendo a los objetivos, contenidos, resultados del aprendizaje que se pretenden alcanzar y sistema de evaluación propuesto. Una vez referido el diseño de la investigación, así como el contexto y los participantes, se exponen los resultados del cuestionario que realizaron los estudiantes después de haber completado su formación y realizado las actividades descritas. Por último, y a la luz de estos resultados, este artículo reflexiona sobre la opinión y grado de satisfacción observados en el estudio cualitativo y mostrado por los estudiantes participantes después de la puesta en práctica de esta propuesta de carácter teórico-práctico en el primer cuatrimestre del curso académico 2015-2016. The aim of this contribution is to reflect on literature training provided to future teachers, particularly, Children’s Literature. To this end, a qualitative study has been conducted by means of a didactic experience undertaken at the Faculty of Education in Toledo with the students of the Degree in Infant Education Teaching at University of Castilla-La Mancha. Through this didactic experience, students were assumed to gain knowledge of the main contributions to Children’s Literature in the context of the elective course Children’s Literature in English and its Didactics. Firstly, some advantages of the inclusion of Children’s Literature and its possibilities at early educational levels are revised through some of the most relevant authors on the field. Secondly, this paper pays attention to the necessity of including Children’s Literature in Infant Education Studies, giving its importance in early educational levels. Thirdly, this article shows the approach followed in the course as well as its main objectives, contents, learning outcomes and assessment criteria implemented. Once the main aspects of the study such as the design, methodology and participants have been described, this paper focuses on the analysis of the results obtained in the qualitative study conducted. Finally, this article considers the participants’ opinion and satisfaction rate obtained from the results of the study at the end of the didactic intervention carried out in the first semester of the Academic Year 2015-2016.

scholarly journals La formación de los futuros maestros a través de la literatura: los textos literarios desde una perspectiva didáctico-práctica

2015 ◽  
pp. 93-106
Author(s):  
María Victoria Guadamillas Gómez
Keyword(s):  
Children's Literature ◽  
Qualitative Study ◽  
Children’S Literature ◽  
Educational Levels ◽  
First Semester ◽  
La Mancha ◽  
Elective Course ◽  
Faculty Of Education ◽  
Infant Education ◽  
Futuros Maestros

Este artículo pretende reflexionar sobre la formación literaria que reciben los futuros maestros, concretamente, en literatura infantil. Con este objetivo, se presenta el estudio cualitativo llevado a cabo a través de la experiencia didáctica realizada con los estudiantes de Educación Infantil de la Facultad de Educación de Toledo de la Universidad de Castilla-La Mancha y a través de la cual se pretendió efectuar una introducción a la literatura infantil en lengua inglesa con base didáctica en el contexto de la materia optativa Literatura Infantil en Lengua Inglesa y su Didáctica. En primer lugar, se describen algunos beneficios derivados de la inclusión de la literatura infantil y de su utilización en las primeras etapas educativas, revisando para ello algunas aportaciones teóricas relevantes. Posteriormente, se argumenta sobre la necesidad de formación en literatura infantil que presentan los futuros maestros para el provecho desempeño de su ocupación, así como para la transmisión literaria en el aula de niveles educativos iniciales. En tercer lugar, la presente contribución describe en detalle el enfoque didáctico adoptado con los maestros en formación, atendiendo a los objetivos, contenidos, resultados del aprendizaje que se pretenden alcanzar y sistema de evaluación propuesto. Una vez referido el diseño de la investigación, así como el contexto y los participantes, se exponen los resultados del cuestionario que realizaron los estudiantes después de haber completado su formación y realizado las actividades descritas. Por último, y a la luz de estos resultados, este artículo reflexiona sobre la opinión y grado de satisfacción observados en el estudio cualitativo y mostrado por los estudiantes participantes después de la puesta en práctica de esta propuesta de carácter teórico-práctico en el primer cuatrimestre del curso académico 2015-2016. The aim of this contribution is to reflect on literature training provided to future teachers, particularly, Children’s Literature. To this end, a qualitative study has been conducted by means of a didactic experience undertaken at the Faculty of Education in Toledo with the students of the Degree in Infant Education Teaching at University of Castilla-La Mancha. Through this didactic experience, students were assumed to gain knowledge of the main contributions to Children’s Literature in the context of the elective course Children’s Literature in English and its Didactics. Firstly, some advantages of the inclusion of Children’s Literature and its possibilities at early educational levels are revised through some of the most relevant authors on the field. Secondly, this paper pays attention to the necessity of including Children’s Literature in Infant Education Studies, giving its importance in early educational levels. Thirdly, this article shows the approach followed in the course as well as its main objectives, contents, learning outcomes and assessment criteria implemented. Once the main aspects of the study such as the design, methodology and participants have been described, this paper focuses on the analysis of the results obtained in the qualitative study conducted. Finally, this article considers the participants’ opinion and satisfaction rate obtained from the results of the study at the end of the didactic intervention carried out in the first semester of the Academic Year 2015-2016.

Faithfulness in translation of children’s literature

Babel ◽  
2016 ◽  
Vol 62 (2) ◽  
pp. 278-299
Author(s):  
Virginia Kwok
Keyword(s):  
Children's Literature ◽  
Life Experience ◽  
Children’S Literature ◽  
Sociological Perspective ◽  
Source Text ◽  
Linguistic Development ◽  
Adventures Of Huckleberry Finn ◽  
Reader Reception ◽  
Long Time ◽  
Linguistic Level

Faithfulness as a principle of translation has been upheld for a long time despite many debates among scholars in the field. In the context of translating children’s literature, this poses further challenges and recent studies have yet to reach a conclusion (Epstein 2012; Nikolajeva 2011; Henitiuk 2011; Kruger 2011; Emery 2004; Dai 2001; Hervey 1997). In this article, from the sociological perspective, I shall discuss this issue by examining Klingberg (1986)’s approach of being faithful to the source text and Oittinen (1993)’s strategy of being faithful to the readers respectively. A study of Chinese translations of The Adventures of Huckleberry Finn for children readers will be looked at. Methods of dialogical approach: purification, simplification, rewording and modernization will be compared with equivalence method to find out which one offers a better reader reception. I argued that having an orientation and purpose of translation with a dialogical view will benefit readers more than simply adhering to the original without deviation at linguistic level. The reasons are that the target text will be more comprehensible for children readers’ stage of cognitive and psychological development, life experience, knowledge, cultural tolerance and linguistic development in reading gems of foreign literature in translation.

scholarly journals from silencing children's literature to attempting to learn from it: changing views towards picturebooks in p4c movement

2020 ◽  
Vol 16 (36) ◽  
pp. 01-30
Author(s):  
Morteza Mhosronejad ◽  
Soudabeh Shokrollahzadeh
Keyword(s):  
Children's Literature ◽  
Educational Program ◽  
Children’S Literature ◽  
Literary Form ◽  
History Of Philosophy ◽  
Philosophy For Children ◽  
New Horizons ◽  
History Of ◽  
Independent Branch

This paper investigates critically the approaches to picturebooks as used in the history of philosophy for children (P4C) movement. Our concern with picturebooks rests mainly on Morteza Khosronejad's broader criticism that children's literature has been treated instrumentally by early founders of P4C, the consequence of which is abolishing the independent voice of this literature (2007). As such it demands that we scrutinize the position of children's literature in the history of this educational program, as well as other genres and forms, including picturebooks as a highly valued artistic-literary form to educationalists. In our inquiry, we probe, therefore, the transition of approaches to picturebooks concomitantly with the investigation of the transition of approaches to children's literature. This research evinces that some later scholars and practitioners of P4C have departed significantly not only from Lipman's approach to children's literature and picturebooks, but also from his conceptualization of childhood and philosophy for children. Meanwhile, it demonstrates that in spite of P4C scholars' taking effective steps to address children's literature in general and picturebooks in particular, there are some steps for them to take in order to fully recognize this literature as an independent branch of knowledge and picturebooks as artistic-literary unique works. While revealing the limitations and paradoxes that P4C scholars continue to deal with, in this article, we see Khosronejad's earlier idea (2007) as a suggestion to overcome the instrumentalization of children's literature and picturebooks in P4C. Fundamental dialogue with children's literature theorists particularly those of picturebooks will open new horizons to the realization of our suggestion.

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