Translating children’s stories from Chinese to English

Babel ◽  
2017 ◽  
Vol 63 (4) ◽  
pp. 506-522 ◽  
Author(s):  
Li Li
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Functional Approach ◽  
Translation Process ◽  
Content Type ◽  
Text Type ◽  
Modal Particles ◽  
Language Structure ◽  
Children's Stories ◽  
Contemporary Chinese

Translation, according to the German functional approach to Translation Studies, is a purpose-driven interaction that involves many players. Translating children’s stories is no exception. Using her personal experience of translating Mr. Wolf’s Hotline, a book comprising 47 Chinese children’s stories by Wang Yizhen, a contemporary Chinese writer , in light of the Skopos and text-type theories of functional approach in particular, the author has outlined the strategies and methods adopted in her translations in terms of language, structure and culture. With child readers in mind during the translation process, the translator has used rhetorical devices, onomatopoeic words, modal particles, and also changed some of the sentence structures of the stories, such as from indirect sentences into direct quotations, and from declarative sentences into questions. In terms of culture, three aspects, namely, the culture-loaded images, the names of the characters and nursery rhymes are singled out for detailed analyses. Though marginalized, ‘children’s literature is more complex than it seems, even more complex’ (Hunt 2010: 1), and translation of children’s literature is definitely challenging. This paper outlines the strategies and methods the author has adopted in translating some children's stories from Chinese to English.

Translating in a constrained environment

Babel ◽  
2021 ◽  
Author(s):  
Anna Rędzioch-Korkuz
Keyword(s):  
Children's Literature ◽  
Cultural Adaptation ◽  
Children’S Literature ◽  
Source Text ◽  
Translation Process ◽  
Text Type ◽  
Systemic Analysis ◽  
Vantage Points ◽  
Text Language ◽  
Point Of Departure

Abstract Translating children’s literature has been an object of interest researched from a number of vantage points, including the question of constraining factors. Scholars have highlighted mainly the question of dual readership or cultural adaptation, frequently without a global and systemic analysis of all impediments. This article examines the Polish translation of the German book for children, Katharina von der Gathen’s Klär mich auf, from a constraint-based framework. This article focuses on the reconstruction of the constraints in the translation process: the point of departure is the framework with three basic factors that constrain translation, i.e., the intention of the author/translator, text type, and the profile of the audience. The presented argumentation incorporates other formal impediments, such as the visual layer of the book and the semiotic make-up of the source text, language taboo and censorship or the literary polysystems. The analysis of the constraint framework helps to comprehend the translation in terms of the ST-TT relationship regarding their intended audiences, genre-related features, and the child-adult duality.

Emergent bilinguals as text designers: rendering meaning through signs

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sally Brown
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Emergent Bilinguals ◽  
Multiple Perspectives ◽  
Content Type ◽  
English Only ◽  
Cultural Aspects ◽  
The Social ◽  
Semiotic Resources ◽  
Multilingual Learning

Purpose The main purpose is to investigate what resources young emergent bilinguals use to communicate a multimodal response to children’s literature. In particular, attention is paid to the ways students translanguage as part of the learning process. Design/methodology/approach An ethnography-in-education approach was used to capture the social and cultural aspects of literacy learning in an English-only context. A multimodal transcript analysis was applied to video-recorded data as a method for examining semiotic resources and modes of learning. Findings The results revealed that students used technology, paper-based resources and peers to construct meaning relative to books. Experimentation or play with the affordances of the tablet computer served as avenues to determine the agentive selection of resources. As students wrestled with constructing meaning, they gathered multiple perspectives from peers and children’s literature to involve symbols and representations in their texts. Signs, multiple language forms and meaning came together for the social shaping of situated perspectives. Originality/value This study addresses the call for educators to engage in multiliterate, multimodal practices with young learners in the contexts of classrooms. It provides insight into the need to create multilingual learning spaces where translanguaging freely occurs and the meaningful ways early childhood learners use technology. To fully understand what emergent bilinguals know and can do, they must be afforded a variety of semiotic resources at school.

scholarly journals Die ontwikkeling van 'n paradigma vir die skryf van 'n kinderverhaal

Literator ◽  
1994 ◽  
Vol 15 (3) ◽  
pp. 21-40
Author(s):  
L. Theron ◽  
H. Du Plessis
Keyword(s):  
Children's Literature ◽  
Creative Writing ◽  
Children’S Literature ◽  
Oral Narrative ◽  
Six Elements ◽  
Children's Stories

The American linguist, William Labov, distinguished six elements underlying a well-structured oral narrative. These elements are, in the course of this article, developed into a paradigm which can he used in the writing of a children's story. Against the background of the sociolinguistics of Labov’s analysis the elements are further placed within Mary Louise Pratt's narratological approach. The elements are then applied to children's literature. Published and unpublished children's stories are analysed with reference to the elements indicated by Labov. On the basis of the analysis the elements are developed into a paradigm in the Creative Writing sense of the term.

Child and adult readers’ processing of foreign elements in translated South African picturebooks

Target ◽  
2013 ◽  
Vol 25 (2) ◽  
pp. 180-227 ◽  
Author(s):  
Haidee Kruger
Keyword(s):  
Children's Literature ◽  
Eye Tracking ◽  
Research Question ◽  
Children’S Literature ◽  
Cognitive Effort ◽  
Adult Readers ◽  
Content Type ◽  
Translation Strategies ◽  
Areas Of Interest ◽  
Reading Study

The tension between domesticating and foreignising translation strategies is particularly strongly felt in the translation of children’s literature, and has been a key issue in many studies of such literature. However, despite the pervasiveness of the concepts, there is little existing empirical research investigating how child (and adult) readers of translated children’s books process and respond to for eignised elements in translation. This means that scholars’ arguments in favour of either domestication or foreignisation in the translation of children’s literature are often based on intuition and personal experience, with no substantial empirical basis. This article presents the findings of an experiment undertaken to investigate Afrikaans child and adult readers’ processing of and responses to potentially linguistically and culturally foreign textual elements in translated children’s picturebooks, against the background of postcolonial/neocolonial cultural and linguistic hybridity in South Africa. The paper reports the results relating to two of the research questions informing the study: Does the use of foreignised elements in translated children’s picturebooks have any significant effect on the cognitive effort involved in reading for child and adult readers? Is the comprehension of child and adult readers affected by the use of for eignised elements in translated children’s picturebooks? A reading study utilising eye-tracking was conducted, involving both child and adult participants reading manipulated domesticated and foreignised versions of pages from two picturebooks translated from English to Afrikaans. To answer research question (1), data obtained by means of eye-tracking were analysed for dwell time, fixation count, first fixation duration and glances count for areas of interest (AOIs) reflecting domesticating or foreignising translation strategies. In order to answer question (2), short structured questionnaires or interviews with participants were used, focusing on the degree of comprehension of the two texts. Overall, the findings of the experiment demonstrate that while there are perceptible effects on processing and comprehension associated with the use of foreignising strategies, these effects are not straightforward or uniform, with notable differences not only for different AOIs, but also for child and adult readers.

scholarly journals LA LITERATURA INFANTIL Y SU APORTE A LA SOLUCIÓN DE PROBLEMAS MATEMÁTICOS SENCILLOS EN LAS PRIMERAS EDADES

2018 ◽  
Vol 3 (3) ◽  
pp. 109
Author(s):  
Yanet Samada Grasst
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Daily Practice ◽  
Research Approach ◽  
Teaching Resources ◽  
Palabras Clave ◽  
Mathematical Problems ◽  
Life Itself ◽  
Investigación Cualitativa ◽  
Children's Stories

La capacitación del hombre para la solución de problemas es un tema muy discutido en el mundo, pues se considera una actividad de gran importancia en la enseñanza. Esta caracteriza una de las conductas más inteligentes del hombre, ya que la vida misma obliga a resolver problemas continuamente. La práctica diaria nos muestra que no todos los niños saben resolver problemas sencillos, si bien se trabajan contenidos referente a esta temática se carece de alternativas y recursos didácticos de cómo llevarlos a pensar, razonar y qué vías utilizar para llegar al resultado. Ocuparse de cómo razonan los niños pudiera ser una de las posibilidades de comprender y organizar de forma racional y efectiva el proceso de enseñanza de la matemática y en particular la solución de problemas. Desde un enfoque de investigación cualitativa, el presente estudio plantea el aporte de la Literatura Infantil en la solución de problemas matemáticos sencillos en las primeras edades, basado en una revisión teórica que responde a las potencialidades de los cuentos infantiles como recursos didácticos en la adquisición de destrezas y habilidades. PALABRAS CLAVE: Literatura Infantil; solución, problemas; matemática; cuentos infantiles. CHILDREN'S LITERATURE AND ITS CONTRIBUTION TO THE SOLUTION OF SIMPLE MATHEMATICAL PROBLEMS IN THE FIRST AGES ABSTRACT The training of man to solve problems is a subject that is much discussed in the world, because it is considered an activity of great importance in education. This characterizes one of the most intelligent behaviors of man, since life itself forces us to solve problems continuously. Daily practice shows that not all of our children know how to solve simple problems, although content related to this topic is worked on, there are no alternatives and teaching resources on how to take them to think, reason and what routes to use to reach the result. Dealing with how children reason could be one of the possibilities to understand and organize in a rational and effective way the teaching process of mathematics and in particular the solution of problems. From a qualitative research approach, the present study raises the contribution of Children's Literature in the solution of simple mathematical problems in the first ages, based on a theoretical review that responds to the potential of children's stories as teaching resources in the acquisition of skills and abilities. KEYWORDS: Children's literature; solution, problems; mathematics; children's stories.

scholarly journals TOWARDS A WELCOMING SOCIETY: AN EXAMINATION OF STEPHEN ALUMENDA’STHE GIRL WHO COULDN’T DANCE AND ANANI THE ALBINO BOY

Imbizo ◽  
2017 ◽  
Vol 5 (1) ◽  
pp. 23-33
Author(s):  
Anna Chitando
Keyword(s):  
Children's Literature ◽  
Children’S Literature ◽  
Literary Analysis ◽  
Disadvantaged Children ◽  
Ideological Commitment ◽  
Children's Stories

Children’s literature is a useful resource for transforming society for the better. In this study, I pay attention to Stephen Alumenda’s ideological commitment to disadvantaged children. I undertake a literary analysis of his works that focus on marginalised children in order to establish how he puts forward a proposal for a new society. The study examines how Alumenda’s children’s stories address disability and albinism. It critiques Alumenda’s approach, while appreciating his commitment to marginalised individuals and groups. The study highlights his sensitivity towards children living with disability and albinism. However, it questions his tendency of granting happy endings to his children’s stories. Overall, the study appreciates Alumenda’s willingness and cour­age to address neglected individuals and themes.

PENERAPAN MODEL PEMBELAJARAN PETA PIKIRAN UNTUK MENINGKATKAN KEMAMPUAN MENULIS CERPEN ANAK BERBASIS KARAKTER MAHASISWA PENDIDIKAN BAHASA DAN SASTRA INDONESIA UNIMED

2012 ◽  
Vol 18 (3) ◽  
pp. 102
Author(s):  
Mursini .
Keyword(s):  
Short Stories ◽  
Children's Literature ◽  
Short Story ◽  
Descriptive Analysis ◽  
Children’S Literature ◽  
Learning Model ◽  
Test Results ◽  
Average Value ◽  
Mind Maps ◽  
Children's Stories

The research was motivated by the success of the Children's Literaturecourse. During this time students taking courses in children's literature lessinterested in writing children's stories, because they think children's literature isnot interesting. The use of a less appropriate learning model is very influential inteaching and learning smooth and therefore can not meet the Unimed passingstandards  specified in Children's Literature Lecture Events Unit. Lecturers whoteach the exact learning model is expected to improve the ability of students to writea short story based on the character of the child. Many models can be applied in thelearning process, one of which is a model of learning Mind Map. Learning isproving an increase in the ability of students to write a short story based on thecharacter of the child's learning model implemented Mind Maps. Analysis of thedata used is descriptive analysis that describes the direction of change, improvementchanges, and understanding of concepts. The results of this study began beforeimplementing the learning cycle that initial test results with an average value of69.3. After the first cycle of the pretest is then performed by applying learningmodels with Mind Maps average value of 84.7. These results are considered to beless satisfactory then continue the cycle II conducted by applying the  model oflearning  Mind Map  with the average value of 91.8 were categorized as verycompetent. Furthermore concluded that the model of learning Mind Map canenhance the ability to write short stories character based child student in theDepartment of Indonesian.

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