The Use of Hermeneutic Approach in Translation Classroom – Advantages from Translation Students’ Point of View

2018 ◽  
pp. 291-317
Author(s):  
Beata Piecychna
Keyword(s):  
Children's Literature ◽  
Empirical Study ◽  
Children’S Literature ◽  
Point Of View ◽  
Experimental Procedure ◽  
Hermeneutic Approach ◽  
Competence Acquisition

Based on an empirical study involving novice translators, this article discusses the advantages of hermeneutic approach to translation teaching (Stolze 2011) as seen from translation students’ point of view. Fifteen translation students participated in a pre-experimental procedure during which they were asked to translate a few texts of children’s literature from English into Polish. The aim of the procedure was to check and verify the influence of the hermeneutic approach on novice translators’ translation competence acquisition. Afterwards, the participants were given a special questionnaire and were asked to fill it in. The questions that they were asked to answer were concerned with their opinions relating to the hermeneutic approach to translation teaching. In the paper, opinions concerning the advantages of the approach are presented and discussed.

The Children’s Novel

2018 ◽  
Author(s):  
Peter Hunt
Keyword(s):  
Twentieth Century ◽  
Children's Literature ◽  
Children’S Literature ◽  
Point Of View ◽  
Literary System

This chapter explores the development of the children’s novel throughout the twentieth century. This period represents a change from the protection of childhood to the commodification of childhood, and from essentially gentleman-amateur publishing to highly professional production and marketing. But for all its successes, the idea that the children’s novel is necessary inferior to its adult counterpart dies hard. This is the more illogical because novels for children do not have exact counterparts in the adult literary ‘system’. From an adult point of view, all children’s literature is necessarily ‘popular’ or ‘lowbrow’, or at its ‘best’ merely ‘middlebrow’. Equally, the term ‘literature’ is not useful or relevant in the criticism of children’s novels, and the most valued texts in children’s literature may be precisely those that have the least to offer the adult.

scholarly journals Representation of Black Men and Women Characters in Children's Literature: Breaking with the Hegemonic Culture

2018 ◽  
Vol 6 (10) ◽  
pp. 265-272
Author(s):  
Mônica Abud Perez de Cerqueira Luz ◽  
Roseli Machado Lopes do Nascimento ◽  
Rosana Maria Pires Barbato Schwartz ◽  
Márcia Mello Costa De Liberal ◽  
João Clemente De Souza Neto
Keyword(s):  
Children's Literature ◽  
Women Characters ◽  
Children’S Literature ◽  
Point Of View ◽  
Doctoral Research ◽  
The Social ◽  
Black Characters ◽  
Official Curriculum ◽  
Initial Hypothesis ◽  
Brazilian Culture

This article is the result of a doctoral research and from the reflections and researches developed by the Social Pedagogy Group. The main objective is to analyze the discourses carried in children's literature from a post-structuralist perspective and some notes by Foucault on the articulation between discourse, power, and knowledge. For the analysis and understanding of the speeches and the textual and iconographic forms conveyed on the black and black characters, we use children's works produced after the promulgation of Law 10.639/2003, which established the inclusion in the official curriculum of the teaching network of the subject matter "History and Afro-Brazilian Culture". Our initial hypothesis was that discourses on black and black characters, as well as their culture, ancestry, and especially religiosity, kept the operationalization of racism. From the theoretical-methodological point of view, the research is qualitative of an ethnographic nature.

scholarly journals Unsur Pembangun dalam Sastra Anak Novel Mata di Tanah Melus Karya Okky Madasari: Kajian Strukturalisme

2021 ◽  
Vol 4 (1) ◽  
pp. 87
Author(s):  
Nur Cahyati ◽  
Heny Friantary ◽  
Ixsir Eliya
Keyword(s):  
Children's Literature ◽  
Data Collection ◽  
Children’S Literature ◽  
Building Blocks ◽  
Point Of View ◽  
The Novel ◽  
Analysis Model ◽  
Content Analysis Method ◽  
Data Collection Instrument ◽  
Collection Data

Children's literature produced in Indonesia it self is not too much and studies are rarely carried out. Therefore, it is important to have an assessment of children's literature, especially novels. The research objective was to describe the building blocks in Okky Madasari's Mata di Tanah Melus novel. The approach used in this research is a structuralism approach. The research method used content analysis method. The data source is the novel Mata di Tanah Melus by Okky Madasari. The research time was carried out for one month. Data collection techniques using library techniques. The data collection instrument was the novel Mata di Tanah Melus by Okky Madasari. The data validity technique uses credibility testing techniques, namely increasing persistence and using reference materials. Data analysis in this study used Miles and Huberman's analysis model, namely data collection, data reduction, data presentation, and conclusions. The results showed that the building blocks found in the novel Mata di Tanah Melus, namely the facts of the story in the form of a forward plot. The main character is Matara, the supporting character consists of 18 people, the white character consists of 5 people, and the black character is the Hunters. The setting consists of 17 places. The time setting occurs in the morning, noon, and night. The socio-cultural background raises the culture of the Melus Tribe. The theme raised in the novel Mata di Tanah Melus is the theme of humanity. The means of the story are titles and points of view. The title of the novel contains two meanings and experiences semantic distortion. The point of view used is the main actor's first person point of view

scholarly journals What food do we feed girls as artist upon?

Ars Educandi ◽  
2020 ◽  
Vol 17 (17) ◽  
pp. 89-104
Author(s):  
Chiara Malpezzi
Keyword(s):  
Children's Literature ◽  
Virginia Woolf ◽  
Children’S Literature ◽  
Point Of View ◽  
The Body ◽  
Artistic Development ◽  
Body And Soul ◽  
And Gender ◽  
Material Conditions ◽  
Room Of One's Own

Virginia Woolf in A room of one’s own (1929) builds a strong connection between food and the material conditions of women writers, asking herself: what food do we feed women as artists upon? From this point of view, food can be considered a metaphor for the achievement of both artistic and gender equality. Hence, my paper aims to outline the relevance of this under-investigated topic in children’s literature, focusing on feminist Künstellromans, namely stories about a female artist’s journey to maturity. Drawing from the methodology of Nodelman, I will investigate two opposite narrative situations: famine and feast. In the first one, the lack of food represents the struggle in the artistic development, often caused by a hostile educational environment, while, in the second, nourishment can be interpreted as fruitful sustainment for the body and soul. My hypothesis seeks to underline how food and girls’ development as women and artists intertwine in children’s literature, figuring out a possible answer to Woolf’s question.

Considering Discourse with Children through Animations

2020 ◽  
Vol 7 (2) ◽  
pp. 47-57
Author(s):  
Seran Demiral
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Point Of View ◽  
Philosophy For Children ◽  
Cultural Products ◽  
Children And Young People ◽  
Children’S Perspectives ◽  
Starting Point ◽  
Age Appropriate ◽  
Art Activities

Children’s literature and art activities are not only useful for creativity but also quite functional for education through new understanding in the contemporary perspectives about learning. For instance, philosophy for children is a wide-spread methodology to reveal children’s potentials by building a “community of inquiry” at classrooms. Children’s books and animations can provide a magnificent starting point for those philosophical discussions. However, in many societies, children and young people are still underestimated that the usual point of view about children’s literature used to include ‘softer’ topics, which is likewise to be ‘censored’ compared to literature in general. All products for children have usually function to cultivate new generations according to traditional discourse underlying in society. The essential purpose of this paper is to reveal possibilities to shape traditional discourse into an expanded perspective with children utilizing discussion and critical thinking. It is supposed to analyze the artworks for children in variable ways, by embodying discourse within. In between education and entertainment, cultural products also expected to be age-appropriate. Besides the relation between adult-children distinction and all cultural products, specifically produced ‘for’ children, how children see themselves is directly related to how they interpret cultural products. In this paper, two short animations, Alike, and Ian which were watched together with a group of children in a private secondary school in Istanbul, Turkey, will be analyzed through children’s perspectives, with their expressions.

scholarly journals Verbal representation of monster’s image in works for children of modern Ukrainian authors

2021 ◽  
pp. 15-22
Author(s):  
Nataliia Diachenko ◽  
Olesia Kydysiuk
Keyword(s):  
Children's Literature ◽  
Creative Thinking ◽  
Children’S Literature ◽  
Point Of View ◽  
Continuous Sampling ◽  
Linguistic Representation ◽  
Verbal Representation ◽  
Moral Principles ◽  
The World ◽  
The Individual

The article investigates the peculiarities of the linguistic representation of monster image in modern Ukrainian children’s literature. The literary discourse of fear and monster image is presented. From the communicative-pragmatic point of view, the traditional, usual images of monster, in particular Babay and Chupacabra, are compared with their counterparts from the works of such popular Ukrainian writers. New images of the monster, the appearance of which was caused by the COVID-19 pandemic, are characterized. The purpose of the article is to investigate the peculiarities of the linguistic representation of the image of monster in modern Ukrainian children’s literature. The following research methods were used: linguistic observation and description of language phenomena; method of decoding an artistic text, analysis, synthesis, induction, deduction, as well as the method of continuous sampling. It is established that in the works for children of modern Ukrainian authors the image of a fearless, good monster is gaining popularity, which testifies to the tendency to improve traditional negative images. To create «updated» images of monsters, writers use a range of language tools and stylistic devices. The individual author’s onyms for monster and occasional sign tokens are particularly expressive, which appear during the creation of these images. It is observed that the image of monster in children’s works implements a number of pragmatic functions: cognitive (acquisition and assimilation of knowledge about the world (about the world of things; about the world of human relations); developmental (enrichment of the child’s vocabulary, formation of reading skills, development of imagination, critical / creative thinking, cognitive interest, etc.); educational (formation of basic moral principles, learning patterns of behavior, etc.); entertainment (enjoyment of artistic communication). The study of the usual and occasional in the linguistic representation of fear and monster in the works for children of modern Ukrainian writers complemented the knowledge about the connection of the writer’s worldview with the works’ language and with the national linguistic picture of the world.

scholarly journals THE ARTISTIC WORLD OF SOZYRYKO BRITAEV ....

2017 ◽  
Author(s):  
А.Б. БРИТАЕВА ◽  
A.B. BRITAEVA
Keyword(s):  
Children's Literature ◽  
Fairy Tales ◽  
Complex Analysis ◽  
Children’S Literature ◽  
Point Of View ◽  
Synthesis System ◽  
Characteristic Features ◽  
The Individual ◽  
Creative Self ◽  
First Time

В статье на материале произведений С. А. Бритаева, осетинского писателя, сказоч- ника, переводчика, публициста, исследуются основные тенденции развития осетинской детской литературы середины XX в. как подсистемы осетинской художественной словес- ности в целом. Дан комплексный анализ авторских сказок писателя, специфика, «особая художественность» которых заключается в их синтетической природе; через призму ди- алога индивидуально-авторского начала и традиционных сказочных жанрообразующих элементов в различных аспектах (жанровый синтез, система образов, стилистические особенности, авторская позиция) раскрывается художественный мир писателя. С опо- рой на архивные источники впервые введены в научный оборот произведения малой прозы автора, в том числе ряд неопубликованных рассказов. На основе исследования своеобразия творчества автора прослежены основные тенденции и характерные черты развития осе- тинской детской литературы указанного периода, как то: синтез фольклорных средств с собственно литературными (описания, детализация действия, психологизм, пластич- ность изображения), тенденция к переходу от фольклорных типов-обобщений к созданию индивидуализированных характеров; от народно-сказовой формы повествования и тра- диционных способов передачи коллективной точки зрения на мир к усилению творческого самовыражения, своеобразию проявления авторской позиции. The article studies the main courses of evolution of Ossetic children’s literature of the middle of the XX th century as a subsystem of the Ossetic artistic literature in general, namely in the books of S. A. Britaev, the Ossetic writer, storyteller, translator, and publicist. Complex analysis of the author’s fairy tales is given, specifics, «especial artistry» of which lies in their synthetic nature; through the prism of the dialogue of the individual author’s standpoint and the traditional fairy genre-forming elements in various aspects (genre synthesis system of images, stylistic features, and the author’s viewpoint) reveals the artistic world of S. Britaev. The author’s short prose works, including a number of unpublished stories, have been introduced into scientific discourse for the first time on the basis of the archival sources. The main tendencies and characteristic features of the development of this period’s Ossetic children’s literature are traced in researching the originality of the author’s works, such as the synthesis of folklore means with literary ones proper (descriptions, action detailing, psychologism, image plasticity), tendency to change from folklore types-generalizations to creation of individualized characters; from the folk-fantastic forms of narration and traditional ways of transferring the collective point of view of the world to the strengthening of creative self-expression, the originality of the author’s positions.

scholarly journals Children’s literature to promote students’ global development and wellbeing

2020 ◽  
Vol 10 (1) ◽  
pp. 13-23
Author(s):  
Manuela Pulimeno ◽  
Prisco Piscitelli ◽  
Salvatore Colazzo
Keyword(s):  
Children's Literature ◽  
Fairy Tales ◽  
Classroom Environment ◽  
Children’S Literature ◽  
Point Of View ◽  
Global Development ◽  
Web Based ◽  
School Activities ◽  
Digital Stories ◽  
Crucial Part

Background: Tales were transmitted from one generation to another, enriching young people with values, beliefs, imagination and creativity. Children’s literature still plays a crucial part in education as it provides knowledge and entertainment, representing a typical example of"edutainment". In this paper, we carried out a review to examine pedagogic, didactic and psychological/therapeutic dimensions of children’s literature, with the aim of highlighting its role in promoting students’ holistic development and wellbeing. Methods: We have searched for original articles (from 1960s to 2019), by using the following keywords: "fairytales" or "fairy tales" or "folktales" or "fables" AND "education" or"development" or "learning" or "teaching" or "school" or "curriculum" or "classroom" AND"children" or "child" or "kids" or "childhood" AND "health" or "wellbeing". Results: We found 17 studies concerning pedagogic aspect of children literature, while 21 and17 studies were selected for didactic and therapeutic dimensions, respectively. From a pedagogic point of view, tales convey basic values useful for children lives. In a didactic perspective, properly chosen storybooks represent a valuable resource for school activities, improving students’ language skills and building up a friendly/respectful classroom environment. Children stories are also used by health professionals for therapeutic purposes (bibliotherapy) to prevent unhealthy habits and addictions, or address psychosomatic disorders. Finally, storybooks and web-based/digital stories can be an effective vehicle for health contents, to encourage the adoption of healthy lifestyles among schoolchildren. Conclusion: Children’s literature and storytelling could be helpful in promoting students’ global development and wellbeing, when included in school curricular activities.

scholarly journals Characteristics of Children’s Literature in Diterlizzi’s Kenny and the Dragon

Lexicon ◽  
2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Endah Saputri
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Point Of View ◽  
Young Rabbit ◽  
The Novel ◽  
Library Research ◽  
Formalism Approach

This present study aims to examine whether or not DiTerlizzi’s novel entitled Kenny and the Dragon can be categorized as a children’s literature. The story speaks about an adventurous experience of a young rabbit called Kenny to discover the truth about his monstrous-looking friend, Grahame.This study applies formalism approach since it is the most suitable approach to study the intrinsic elements of the novel, which are the plot, character and characterization, and point of view. To support the analysis, library research was conducted alongside the novel itself and supporting articles from reliable websites.The result of the analysis shows that DiTerlizzi’s Kenny and the Dragon meets the requirements for children’s literature since the characteristics of children’s literature suggested by Nodelman are found in the novel.

Sign in / Sign up

Export Citation Format

Share Document