scholarly journals Nos dois lados do Atlântico Uma análise contrastiva entre PE e PB na tradução audiovisual de Madagascar

2020 ◽  
Author(s):  
Giovanna Lucente
Keyword(s):  
Children's Literature ◽  
Comparative Study ◽  
Native Speakers ◽  
Children’S Literature ◽  
Theoretical Framework ◽  
Audiovisual Material ◽  
Language Level ◽  
Audiovisual Translation ◽  
Authentic Language

This essay is a comparative study of European (EU) Portuguese and Brazilian (BR) Portuguese in the context of oral, low-monitored language level where the two variants differ the most. The analysis is performed on audiovisual material, specifically the dubbed versions of Madagascar, that provide examples of authentic language used by contemporary native speakers. The first section of the article focuses on building a theoretical framework based on the existing studies on children’s literature and audiovisual translation with a focus on dubbing. The theoretical introduction and the different strategies used for the localization of the dialogues, allow us to draw hypotheses on diatopical differences of the Portuguese language in Portugal and Brazil. The last section of the article compares EU and BR Portuguese on morphosyntax, lexicon and cultural level, using specific examples taken from the movie Madagascar.

Introduction

2017 ◽  
Author(s):  
Reuven Snir
Keyword(s):  
Children's Literature ◽  
Basic Assumption ◽  
Children’S Literature ◽  
Theoretical Framework ◽  
Arabic Literature ◽  
Literary Texts ◽  
Russian Formalism ◽  
System P ◽  
Literary System

The Introduction explains why the need for a new theoretical framework for the study of Arabic literature is so urgent. Its main outlines are based on the theoretical achievements of historical poetics, in particular those of Russian Formalism and its theoretical legacy. The basic assumption is that all potential inventories of canonized and non-canonized Arabic literary texts ― including children’s literature and translated texts ― are to be seen as forming one dynamic, autonomous literary system.

scholarly journals Donkey Xote cabalga distinto en España y en Italia: reflexiones sobre la intertextualidad audiovisual

2018 ◽  
pp. 58
Author(s):  
Mercedes Ariza
Keyword(s):  
Children's Literature ◽  
Key Words ◽  
Children’S Literature ◽  
Italian Version ◽  
Palabras Clave ◽  
Animated Film ◽  
Audiovisual Translation

Resumen El objetivo del presente trabajo es analizar el fenómeno de la intertextualidad en el ámbito de la traducción de la literatura infantil y juvenil en general y en el campo de la traducción audiovisual en particular. Nuestro punto de partida es el análisis de los referentes intertextuales presentes en la película Donkey Xote (José Pozo, 2007) y en su versión para doblaje en italiano. Tras identificar las dificultades y las estrategias de traducción de la “intertextualidad audiovisual” (Martínez Sierra, 2010; Chaume, 2012), presentaremos algunos referentes intertextuales añadidos en italiano para implicar de manera más directa al espectador (adulto) italiano. De hecho, la versión italiana introduce alusiones inherentes al mundo cinematográfico estadounidense e italiano inexistentes en el TO con un afán de tipo humorístico evidente. Palabras clave: intertextualidad, traducción, doblaje, literatura infantil y juvenil Abstract The aim of the present paper is to analyse the intertextuality in the field of Translation of Children’s Literature and specially in Audiovisual Translation. We analyse the presence of intertextual elements in the Spanish animated film Donkey Xote (José Pozo, 2007) and in the Italian dubbing. After the identification of the difficulties and the strategies inside the Translation of the so called “audiovisual intertextuality” (Martínez Sierra, 2010; Chaume, 2012), we propose some intertextual elements introduced in the Italian version in order to capture the interest of an adult audience. In others words, the Italian dubbing shows particular allusions regarding American and Italian films that were conceived to create humour. Key words: Intertextuality, Translation, Dubbing, Children’s Literature Resum L’objectiu del present treball és analitzar el fenomen de la intertextuatlitat en l’àmbit de la traducció de la literatura infantil i juvenil en general i en el camp de la traducció audiovisual en particular. El nostre punt de partida és l’anàlisi dels referents intertextuals presents a la pel·lícula Donkey Xote (José Pozo, 2007) i en la seua versió per a doblatge en italià. Després d’identificar les dificultats i les estratègies de traducció de la “intertextualitat audiovisual” Martínez Sierra, 2010; Chaume, 2012) presentarem alguns referents intertextuals afegits en italià per implicar de manera més directa a l’espectador (adult) italià. De fet, la versió italiana introdueix al·lusions inherents al món cinematogràfic estatunidenc i italià, inexistents en el TO amb un afany de tipus humorístic evident.  Paraules clau: Intertextualitat, traducció, doblatge, literatura infantil i juvenil

scholarly journals A Comparative Study of Cultural Connotations of Animal Images in English and Chinese Nursery Rhymes

2021 ◽  
Vol 5 (4) ◽  
pp. p14
Author(s):  
Yanhong Zeng
Keyword(s):  
Children's Literature ◽  
Comparative Study ◽  
Cultural Differences ◽  
National Culture ◽  
Chinese Culture ◽  
Children’S Literature ◽  
Animal Images ◽  
Cultural Connotations ◽  
Chinese And English ◽  
English Culture

As an important part of children’s literature, nursery rhymes are the earliest literary styles that children are exposed to after they are born. They can reflect objective things, living customs and national culture. Through the comparison of animal images in Chinese and English classic nursery rhymes, this paper concludes that there are cultural differences in animal images in nursery rhymes. Some animal images have similar cultural connotations in Chinese culture and English culture, while some animal images have different cultural connotations.

Children's Literature as Pedagogy

2020 ◽  
pp. 329-347
Author(s):  
Alicia Curtin
Keyword(s):  
Children's Literature ◽  
Life Stories ◽  
Meaning Making ◽  
Children’S Literature ◽  
Literacy Learning ◽  
Theoretical Framework ◽  
Multilingual Classrooms ◽  
Literacy Identity ◽  
The Impact ◽  
Knowledge Value

This chapter explores the use of children's literature as pedagogy for literacy learning in diverse and multilingual classrooms. The author employs a sociocultural and relational understanding of literacy and learning to establish a theoretical framework for an approach that focuses on meaning-making, doing, and learning through stories as both a personal journey and a sociocultural practice. The complex sociocultural relationships between learning, literacy, identity, experience, power, agency, knowledge, value, success, and failure at the heart of the learning process remain central throughout this chapter. The reader is encouraged to consider their own life stories, experiences, definitions, and understandings of learning and literacy and the impact these may have on the life stories, experiences, definitions, and understandings of learning and literacy of the students in their care.

Translation Aesthetics in Children’s Literature

2017 ◽  
Vol 7 (12) ◽  
pp. 1327
Author(s):  
Furong Huang
Keyword(s):  
Children's Literature ◽  
Rapid Development ◽  
Children’S Literature ◽  
Theoretical Framework ◽  
Cross Cultural ◽  
Aesthetic Object ◽  
Dominant Position ◽  
Cultural Exchanges ◽  
The Aesthetic ◽  
Important Branch

Despite the fact that children’s literature is an important branch of the literary polysystem, it was neglected as a peripheral subject for long. It is not until in recent years that much attention is increasingly poured into it due to the rapid development of economy and booming cross-cultural exchanges. Currently, the newly-developed children’s literature is gradually occupying a dominant position and winning children’s favor. Translated works are no exception. Numerous classic children’s literary works from abroad are translated and retranslated. People tend to care much about translation activities, yet forget to formulate the theoretical framework. The thesis attempts to explore how to incorporate translation aesthetics into children’s literature translation. Children’s literature is characterized by its artistry, which is no doubt linked to children’s unique disposition. Children’s rich imagination, their acute sense of color, rhythm and children-favored animated images, etc. should be given priority in the process of translation. Based on Liu Miqing’s interpretation of translation aesthetics, the thesis will be developed from the perspective of the aesthetic object, the aesthetic subject and their respective aesthetic constituents. Further discussion is given as to the realization of aesthetic transference and representation in translating children’s literature under the guidance of translation aesthetics.

scholarly journals Constructs of Freedom in Children’s Literature Based on Tina Oziewicz’s Works

2021 ◽  
Vol 6 ◽  
pp. 265-279
Author(s):  
Magdalena Kuczaba-Flisak
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Theoretical Framework ◽  
Literary Texts ◽  
Social Construct

The article is an attempt to outline the ways of relating to the issue of freedom in contemporary literary texts addressed to children, based on Tina Oziewicz’s works. The author draws attention to the theoretical framework on the basis of which the contemporary understanding of freedom in children’s literature has been shaped and recalls the context of treating children’s literature (and therefore the subjects it undertakes) as a social construct of adults.

scholarly journals FOREIGNIZING OR DOMESTICATING ENGLISH CHILDREN’S LITERATURE TRANSLATED INTO ARABIC: THE CASE OF ALICE’S ADVENTURES IN WONDERLAND

2019 ◽  
Vol 2 (8) ◽  
pp. 175-187
Author(s):  
Mohannad Sayaheen ◽  
Tengku Sepora Tengku Mahadi ◽  
Bilal Sayaheen
Keyword(s):  
Children's Literature ◽  
Descriptive Analysis ◽  
Children’S Literature ◽  
Theoretical Framework ◽  
Current Paper ◽  
Theoretical Frameworks ◽  
Translation Methods ◽  
Alice's Adventures In Wonderland ◽  
Alice’S Adventures In Wonderland

This study investigated two significant translation methods, namely foreignization and domestication, when translating children’s literature from English into Arabic. The purpose of the study is to find answers for two questions. First, do the norms regulate the translation of English children’s literature into Arabic. Second, to which method do translators opt for when translating English children’s literature into Arabic. The current paper attempts to identifying whether translating English children’s literature into Arabic is regulated by norms or not. The translator has one option when translating a text, either to domesticate or to foreignize the text based on Schleiermacher’s method of translation. Two translated versions of Alice’s Adventures in Wonderland were analysed at the level of diction and discourse. A descriptive analysis of the norms was used to analyse this study and specific theoretical frameworks were used by the researchers in order to classify the selected items. The classification included ten major categories proposed by Klingberg (1986). After spotting the selected items based on the mentioned theoretical framework, each item translated in both versions was classified based on the two main methods that consist the centre of the current study i.e., domestication and foreignization Pedersen (2005). The results of the analysis show that the translations of these two Arabic versions are not systematically regulated by norms; examples of both foreignization and domestication were found in both versions. However, the analysis shows that either domestication or foreignization is more prevalent in each version.

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