scholarly journals Translation for Reading Aloud

2003 ◽  
Vol 48 (1-2) ◽  
pp. 81-103 ◽  
Author(s):  
Cay Dollerup
Keyword(s):  
Children's Literature ◽  
Oral Tradition ◽  
Nuclear Family ◽  
Extended Family ◽  
Reading Aloud ◽  
Children’S Literature ◽  
Translation Studies ◽  
Read Aloud ◽  
Theoretical Point ◽  
Narrative Tradition

Abstract The article takes a look at the translation of children’s literature intended for reading aloud. The pragmatic (or theoretical) point of departure is a ‘narrative contract’ between the child (audience) and the reader as in the oral tradition of yesteryear. It is therefore argued that, at least initially, children’s literature for reading aloud was a continuation of the narrative tradition in the extended family adapted to the conditions and mores of the nuclear family. The nuclear family was a 19th century innovation promoted by the new middle classes, and they best carried on the narrative tradition by means of stories such as those of the brothers Grimm in Germany and Hans Christian Andersen in Denmark. Referring to an informal questionnaire among Translation Studies scholars covering eleven countries, it is concluded that the tradition of reading aloud for children is alive and well. This leads to a model for the translational situation for read-aloud literature that calls for guiding principles in the exploration of differences between ‘originals’ and ‘translations.’ Having introduced such layers, viz. the structural, the linguistic, the content and intentional ones, a paratextual and chronological layer are also called for, because of the ubiquity of modern co-prints and the need to introduce diachronic perspectives. The article discusses decision-makers in the process of translation, such as publishers and the like, and also briefly views questions of translational traditions before it discusses translations of the Grimm Tales into English and Danish, to conclude that there are two different schools of ‘respectable translators,’ one targeting stories for reading aloud and another for silent reading, even though the translators may not be aware of this. The final part takes up questions concerning the translation of names, rhymes, and a highly complex text which is discussed in depth. The conclusion is that translation for reading aloud is an art requiring great competence of translators. It also ought to attract more attention from Translation Studies scholars because it questions fundamentals in translation work that are also found in other types of translation. Readers should read aloud the passages cited in order to appreciate the commentary!

The Adventures of Peter Rabbit in Romania: Translation Challenges and Strategies

2014 ◽  
Vol 7 (2) ◽  
pp. 198-212 ◽  
Author(s):  
Dana Cocargeanu
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Marketing Strategies ◽  
Read Aloud ◽  
Writing Style ◽  
Publishing Process ◽  
Translation Strategies ◽  
Cultural Specificity ◽  
Low Visibility ◽  
Selection Of

Romanian children's literature, particularly translations for children, has rather low visibility in international children's literature scholarship, and translations of Beatrix Potter have not been extensively researched, either. This article contributes to filling these gaps by exploring the challenges involved in the recent publication of the first licensed Romanian edition of Beatrix Potter and the strategies employed to solve them. It identifies extra-textual challenges, related to the possibility of publishing Potter, the licensing process, the selection of particular tales and book formats for publication, and marketing strategies; and textual challenges, arising from Potter's writing style, the interdependence between visual and verbal aspects in her tales, their cultural specificity and read-aloud qualities. It also discusses the roles of the British and Romanian publishers in the publishing process and relates the translation strategies visible in the texts to the translator's apparently divided responsibility towards Potter and the Romanian audience, her conceptions of children and children's literature, and the Romanian literary tradition.

scholarly journals “Quality not Quantity”

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Charlotte Berry
Keyword(s):  
Children's Literature ◽  
Oral History ◽  
Children’S Literature ◽  
Translation Studies ◽  
Primary Sources ◽  
Professional Collaboration ◽  
Translation Strategies ◽  
Small Press ◽  
History Of ◽  
Set Up

This article takes as its subject the project of British author and editor Aidan Chambers to set up a small press dedicated to publishing modern European children’s literature in translation, 1988–92. Positioned within Gideon Toury’s framework of Descriptive Translation Studies, this paper outlines the history of the firm and its founding ideology to publish children’s literature “with a difference” for a British audience. As a result, preliminary norms (relating to text, author and translator selection) and operational norms (relating to translation strategies) for four novels by Maud Reuterswärd, Peter Pohl and Tormod Haugen are identified and analyzed. Fundamental to the article’s methodology is the use of bibliographical, archival and oral history primary sources. The principal focus of research interest is Chambers’ use of language consultants in addition to his commissioned translators in an unusual and sometimes challenging professional collaboration of editor-translator-consultant within a Nordic-British setting.

Preservice Teachers

2021 ◽  
pp. 298-317
Author(s):  
Deanna Day
Keyword(s):  
College Students ◽  
Preservice Teachers ◽  
Social Justice ◽  
Children's Literature ◽  
Elementary Students ◽  
Children’S Literature ◽  
Literature Circles ◽  
Read Aloud ◽  
Read Alouds ◽  
Long Read

This chapter describes how a children's literature educator provided a space for preservice teachers to select, read, and discuss diverse and social justice literature through read-alouds and literature circles. In addition, the preservice teachers questioned and challenged their own assumptions about their world during a semester-long read-aloud partnership with elementary students focusing on diverse or social justice children's literature. The college students involved the children in discussions around the texts and planned response activities for them. The findings suggest that partnerships, emphasizing diverse literature, help preservice teachers practice how to choose diverse books, experience the value of read-alouds, and discover how to encourage discussion around diverse texts.

scholarly journals Afrikaans stories of Jackal and Hyena: Oral and written traditions

2018 ◽  
Vol 55 (3) ◽  
Author(s):  
Jacomien Van Niekerk
Keyword(s):  
Children's Literature ◽  
Oral Tradition ◽  
Children’S Literature ◽  
Wild Relatives ◽  
Oral Literature ◽  
Specific Focus ◽  
Gradual Process ◽  
Written Traditions

This paper scrutinizes two wild relatives of dogs, namely jackals and hyenas, who feature prominently in Afrikaans children’s literature by way of African oral tradition, specifically Khoi oral literature. The stories of Jakkals (Jackal) and Wolf (Hyena) illustrate the ways in which Khoi orature found its way into Afrikaans (children’s) literature in a gradual process culminating in appropriation. The paper shows how Afrikaans literary scholars charted this process and what mechanisms they employed to diminish the role played by the original Khoi storytellers—a denial of the context in which the stories were created that persists until today. Apart from reference to a separate oral tradition of Jackal and Hyena stories that developed amongst white Afrikaans speakers, the specific focus of the paper is on the Afrikaans animal tales published by G. R. von Wielligh since all later publications by other authors draw on the Von Wielligh stories to an extent. The paper concludes with suggestions for further research that departs from outmoded approaches to African oral literature.

Selecting Diverse Literature for Interactive Read-Alouds

2021 ◽  
pp. 525-544
Author(s):  
Tiffany Watson ◽  
Jennie L. Jones
Keyword(s):  
Children's Literature ◽  
Teacher Candidates ◽  
Children’S Literature ◽  
Read Aloud ◽  
High Quality ◽  
Reading And Writing ◽  
Course Assessment ◽  
Scaffolded Instruction ◽  
Teaching Of Reading ◽  
Writing Course

The purpose of this chapter is to explain how a course, Teaching of Reading and Writing, uses its key course assessment to enhance preservice teacher candidates' appropriation of diverse children's literature. In this chapter, the authors provide an overview of the Teaching of Reading and Writing course and the key course assessment, an interactive read-aloud with a diverse book. Additionally, the authors provide a rationale for why exploring and using high-quality diverse literature is intentionally embedded within the assignment. The chapter also includes a description of how the authors support their teacher candidates' appreciation of diverse children's literature through scaffolded instruction and text evaluation. The authors share their candidates' experiences with the interactive read-aloud as well as successes, challenges, and next steps for this assignment.

Appropriate or anathema? The representation of incest in children’s literature

2018 ◽  
pp. 117-132
Author(s):  
Alice Mills
Keyword(s):  
Children's Literature ◽  
Young Adult ◽  
Fairy Tale ◽  
Nuclear Family ◽  
Children’S Literature ◽  
Sexual Partners ◽  
Multiple Sexual Partners ◽  
Story Writing ◽  
Picture Story ◽  
Post War

The chapter draws attention to the extreme unspeakability of incest in children’s literature and the rarity of texts either literally or symbolically dealing with the topic. It analyses Crew and Scott’s picture story book, In My Father’s Room (2000), in terms of the Bluebeard fairy tale, with close attention to ways of seeing and being seen. This disturbing text (marketed as a book for young children) plays a father’s love for his daughter, manifested in his secret story-writing, against the Bluebeard story of secrecy, multiple sexual partners and murder. The boundaries of the unspeakable in literature for children have changed markedly in the post-war era, particularly in terms of problem novels for a young adult readership; but picture story books for younger readers remain almost uniformly committed to a depiction of the loving nuclear family with mother, father and child or children, where childhood naughtiness is the worst evil that can be encountered; incestuous behaviours by a father are barely mentionable and the incestuous mother unthinkable.

scholarly journals Några tankar om nordisk barnlitteratur och dess översättning ur ett polskt perspektiv

2016 ◽  
Vol 21 (1) ◽  
pp. 46-57
Author(s):  
Hanna Dymel-Trzebiatowska
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Translation Studies ◽  
The Other ◽  
Final Part ◽  
Book Market ◽  
Implied Reader

Abstract The article explores two aspects of translations of Nordic children’s literature, which is more and more often defined by its authors as aimed at all readerships with no respect to age (allålderslitteratur). This stance may affect the theory of translation in reference to the category of the implied reader, which will have to be reconsidered. The concept of all-age literature is presented in the article as a solution to long academic discussions about the presence of an adult implied reader of children’s literature. The other perspective shows the presence of Scandinavian picturebooks on the Polish book market which have been published within the latest decade (e.g. by Svein Nyhus, Gro Dahle, Pernilla Stalfelt, Pija Lindenbaum, and Ulf Nilsson). These books are brave, taboo-breaking and translated without purifications, which refutes Elżbieta Zarych’s (2016) observations about the rules and mechanisms which are prevalent, i.e. that translators are still expected to mitigate and omit painful moments. The final part combines two aspects - the above-mentioned translations are free of adaptations, but it is difficult to assess whether the translators have taken into account the postulates of Scandinavian authors and their ambition to create all-age literature. Answers to the questions posed at the end (e.g. if the books are created for all, should they be translated for all?) might complete the translation studies with important and future-oriented insights.

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