Approaches to the translation of children’s literature
A review of critical studies since 1960
Reinbert Tabbert | College of Higher Education, Schwäbisch Gmünd
College of Higher Education, Schwäbisch Gmünd Children’s literature, a traditional domain of teachers and librarians, has, in the past 30 years, been made a subject of academic research. Simultaneously, more and more studies have been dedicated to the translation of children’s literature. There are four important factors which have prompted such studies: (1) the assumption that translated children’s books build bridges between different cultures, (2) text-specific challenges to the translator, (3) the polysystem theory which classifies children’s literature as a subsystem of minor prestige within literature, and (4) the age-specific addressees either as implied or as real readers. This review of critical approaches to the translation of children’s literature is structured in such a way that the methodological shift from source orientation to target orientation becomes obvious.
Article outline
- 1.Introduction
- 1.1Children’s literature—a new field of research
- 1.2A shift of focus in the studies of translation
- 1.3Scope and perspective of this review
- 2.The import of children’s books into various countries
- 3.Deviations from the source text
- 4.Challenges of the source text
- 4.1Pictures and words
- 4.2Playful use of language
- 4.3Culture-specific phenomena
- 5.
The impact of the target culture
- 5.1Norms
- 5.1.1Theory-oriented case studies
- 5.1.2Nation-oriented period studies
- 5.2Ideology
- 5.2.1Historical children’s books abroad
- 5.2.2Contemporary children’s books abroad
- 5.3Sentence structure
- 5.1Norms
- 6.Translating for children
- 7.Translators’ experiences
-
References
Published online: 19 June 2003
https://doi.org/10.1075/target.14.2.06tab
https://doi.org/10.1075/target.14.2.06tab
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