scholarly journals Dual-language Books

2021 ◽  
Author(s):  
Chiara Galletti
Keyword(s):  
Dual Language ◽  
Translation Studies ◽  
Cultural Identities ◽  
Children's Books ◽  
Children’S Books ◽  
Text Corpus ◽  
Publishing Houses ◽  
Descriptive Approach

This article focuses on dual-language children’s books and their role as multicultural documents which establish a fruitful dialogic relationship between the cultural identities they represent. By means of a theoretic framework based on Translation Studies, and of a descriptive approach, the analytical part of the article takes into account the main characteristics of a text corpus selected from three different collections by Sinnos, one of the most important Italian publishing houses specialising in multicultural books.

Publishers’ Spring

2018 ◽  
pp. 43-58
Author(s):  
Sophie Heywood
Keyword(s):  
Case Studies ◽  
Book Production ◽  
Children's Books ◽  
Children’S Books ◽  
Avant Garde ◽  
The Social ◽  
Publishing Houses ◽  
May 68

The years around May ’68 (c. 1965 – c. late-1970s) are widely understood to represent a watershed moment for children’s books in France. An important factor was the influence of a new fringe of avant-garde publishers that attracted attention across their trade in and beyond France. Using archives and interviews and accounts of some of the books produced and their reception, this article presents case studies of the most influential publishing houses as a series of three snapshots of the areas of movement in the field. At the same time, it evaluates the extent to which the social, cultural and political upheavals in France in the wake of May ’68 helped to alter the shape of book production for children and to bring about a ›radical revolution‹ in the children’s publishing trade.

scholarly journals Детская книга и борьба за формирование идеала советского человека (1918-1930)

2021 ◽  
Vol 17 ◽  
pp. 189-210
Author(s):  
Daria Serebrennik
Keyword(s):  
Children's Literature ◽  
Mass Culture ◽  
Children’S Literature ◽  
Children's Books ◽  
Children’S Books ◽  
Social Functions ◽  
Communist State ◽  
Ideological Struggle ◽  
New Type ◽  
Publishing Houses

В статье рассматриваются пути влияния руководящей Партии СССР на воспитание ребенка через один из видов массовой культуры – детскую литературу. Начало XX века, а именно первые два десятилетия послереволюционного периода, знаменательно пристальным вниманием к детству, что обусловлено социально-политической парадигмой новой страны и необходимостью влиять на ребенка с целью воспитания нового типа советского гражданина, «человека будущего», который построит идеальное коммунистическое государство. Детская литература в только что созданной стране стала не просто адресована ребенку, а максимально обозначена с точки зрения социальных функций: ее описали и разбили на возрастные категории, указали темы и жанры, поставили задачи воспитания и образования. В предвоенные годы созываются различные тематические конференции, съезды и совещания; создаются многочисленные инстанции и издательства, призванные объединить силы лучших писателей, художников, педагогов и ликвидировать существующие недостатки в работе по созданию и продвижению детских книг, выдержанных высоким идейным уровнем. Отныне детская книга становится самостоятельным художественным явлением и рас- сматривается как мощный инструмент в идеологической борьбе за становление нового человека, а детство – как важнейший период, способствующий воспитанию человека, отвечающего высшим идеалам. Children’s Books and the Struggle for the Formation of the Ideal of the Soviet Man (1918-1930) The article examines the ways in which the leading party of the USSR used to influence children’s upbringing by means of one of the types of mass culture – children’s literature. The beginning of the 20th century, namely, the first two decades of the post-revolutionary period, were remarkable as for close attention to childhood, which resulted from the socio-political paradigm of the new country and the need to influence the child in order to educate a new type of Soviet citizen, a “man of the future” who would build an ideal communist state. Children’s literature in the newly created country was not addressed just to the child, but it was divided into categories regarding its social functions – taking into account the reader’s age. Topics and genres were pinpointed, the tasks aiming at proper upbringing and education were set. In the pre-war years various thematic conferences, congresses and meetings were convened; and numerous institutions and publishing houses were created to unite the power of the best writers, artists, teachers and to eliminate existing shortcomings in the work on creation and promotion of children’s books with high ideological level. From now on, children’s books have become an independent artistic phenomenon. They are viewed as powerful tool in the ideological struggle for the formation of a new Soviet man, whereas childhood is perceived as the most important period in shaping personality of the man of high ideals.

scholarly journals Artistic and stylistic peculiarities of the graphic work of Petro Lapyn, illustrator of the children's books in the first third of the 20th century

2019 ◽  
pp. 193-199
Author(s):  
V. Pitenina
Keyword(s):  
20Th Century ◽  
Fairy Tale ◽  
Children's Books ◽  
Children’S Books ◽  
Artistic Process ◽  
Black And White ◽  
Children's Book ◽  
Publishing Houses ◽  
Characteristic Features ◽  
High Level

The beginning of the 20th century is a period of creative and printing experiments in the Ukrainian art. New generation of Ukrainian books was born in this period. The illustration of the children's books was a significant part of this process. Famous Ukrainian graphic artists, such as H. Narbut, M. Zhuk, O. Sudomora, V. Kononchuk, took part in the creation of a new Ukrainian children's book. Some little-known artists also worked with them, and their creativity was an important part of the artistic process. Petro Lapyn was one of those artists. From 1917 to 1929, he worked with the famous publishing houses, such as Vernyhora, Derzhavne Vydavnytstvo, Proliski, Knyhospilka and Rukh. Children's books, illustrated by P. Lapyn, are kept in the funds of the Pedagogical Museum of Ukraine, the National Library of Ukraine for Children, Ivan Fedorov Book Chamber of Ukraine and private collections. We have found about 30 of his projects. But the information about the artist himself and his life is quite limited. One of the first books he illustrated was the poem of S. Rudanskyi «Vovk, Sobaka ta Kit» («The Wolf, the Dog, and the Cat»), published in black and white in 1918. This early Petro Lapyn's work revealed his artistic outstanding peculiarities: vibrant linear drawing, harmonious combination of text and illustrations, variety of graphic techniques and skills in the representation of characteristic features. The high point of the artist's career is the illustration of «Crows and Owls», I. Franko’s fairy tale, printed in 1926 (Kharkiv, Rukh). It demonstrates the animalistic works of the artist. There are typical structural elements in fairy tale books: vignettes, drop caps. P. Lapyn uses decorative handwritten fonts and silhouette drawings for them. His graphic creations are full of emotions. Specific features of his work are: humour, emotionality, anthropomorphism, careful attitude towards literary material, and consistently high level of drawing.

scholarly journals Investigating the Reading Strategies Used by French Immersion Pupils as They Engage With Dual-Language Children’s Books: A Multiple Case Study

in education ◽  
2021 ◽  
Vol 27 (1) ◽  
pp. 41-60
Author(s):  
Joël Thibeault ◽  
Ian A. Matheson
Keyword(s):  
Reading Strategies ◽  
Dual Language ◽  
Multiple Case Study ◽  
French Immersion ◽  
Children's Books ◽  
Children’S Books ◽  
Language And Literacy ◽  
Multiple Case ◽  
Grade 3

Abstract As dual-language children’s books are becoming increasingly popular in language and literacy education, scholars are starting to zero in on how students construct meaning as they read these books. In this paper, in light of the previously mentioned body of literature, we present a qualitative study focusing on the reading strategies that three Grade 3 French immersion pupils schooled in Saskatchewan deployed when they read two types of dual-language books: translated, where the entire text appears in both English and French, and integrated, where passages in French organically complete those in English without providing the exact same information. This multiple case study highlights three distinct reading profiles, and shows how monolingual and cross-linguistic reading strategies can be used by the same student as they read a dual-language book. It also shows that some students were able to adapt their reading strategies as they engaged with different types of dual-language books, whereas others more frequently utilized the same strategies.             Keywords: dual-language children’s books, reading strategies, French immersion Résumé Alors que les livres bilingues deviennent de plus en plus populaires en didactique des langues, la recherche commence à s’intéresser aux comportements cognitifs de l’élève qui s’engage dans la lecture de ces œuvres. Dans cet article, à la lumière de ces études, nous relatons les résultats d’une recherche qualitative visant à décrire les stratégies de lecture que trois élèves de 3e année scolarisés en Saskatchewan en immersion française déploient lorsqu’ils lisent deux types de livres bilingues : le livre traduit, dans lequel tout le texte apparait en français et en anglais, et le livre intégré, dans lequel le texte en français complète celui en anglais, sans toutefois offrir au lecteur la même information. Cette étude de cas multiple relève donc trois profils distincts de lecteur et, par son entremise, nous montrons comment des stratégies de lecture monolingues et translinguistiques peuvent être utilisées par un même élève lorsqu’il lit un livre bilingue. Nous révélons en outre que certains élèves sont à même d’adapter leurs stratégies de lecture selon le type de livre bilingue lu, tandis que d’autres font fréquemment usage des mêmes stratégies. Mots-clés : livres bilingues, stratégies de lecture, immersion française

scholarly journals How do Elementary Students Perceive the Utility of Dual-Language Children’s Books? An Exploratory Study in French Immersion

2021 ◽  
Vol 23 (1) ◽  
pp. 49-63
Author(s):  
Joël Thibeault ◽  
Ian A. Matheson
Keyword(s):  
Language Development ◽  
Elementary Students ◽  
Exploratory Study ◽  
Dual Language ◽  
Language Education ◽  
French Immersion ◽  
Children's Books ◽  
Children’S Books

Dual-language children’s books—books in which two languages cohabit—are currently gaining traction in the field of language education. Though some studies have zeroed in on the benefits of using them in classrooms, less is known about how learners perceive this tool’s utility for reading and language development. In this paper, we thus aim to explore how elementary students in French immersion perceive the utility of two types of dual-language books: translated, where all passages in French also appear in English, and integrated, where the story is told using an embedded discourse composed of both English and French.

‘Here in India’: Nineteenth-Century British Women Navigating their Position in the Empire through Children's Literature

2018 ◽  
Vol 11 (2) ◽  
pp. 173-185
Author(s):  
Jesse Aberbach
Keyword(s):  
Nineteenth Century ◽  
Middle Class ◽  
Children’S Literature ◽  
Infants And Children ◽  
Children's Books ◽  
Children’S Books ◽  
Maternal Roles ◽  
Female Writers ◽  
And Control ◽  
Botanical Study

This article considers how the children's books written by two nineteenth-century female writers, Eliza Tabor and Mary Martha Sherwood, when they accompanied their husbands to India, enabled them to navigate this new environment and their position as respectable middle-class women while revealing how India was deemed a place where British childhood was impossible. Just as many women took up botanical study to legitimise their ‘otherwise transgressive presence in imperial spaces’ (McEwan 219), writing for children enabled others to engage with the masculine world of travelling and earning money without compromising their femininity. Addressing their work to children also seems to have helped both writers to deal with the absence of their own children: the Indian climate made it impossibly challenging for most British infants and children. In this way their writing gives expression to what might be termed a crisis of imperial motherhood. Underlying the texts is an anxiety relating to British settlement and an attempt to comprehend and control a place that threatened their maternal roles.

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