Whose Story? Translating the Verbal and the Visual in Literature for Young Readers

Cambridge Scholars Publishing
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This book is based on the discussions carried out in two seminars on the translation of children’s literature, coordinated by Maria González Davies and led by Riitta Oittinen. The main focus finally revolved around four questions: a) Tackling the challenges posed by translating children’s literature, both picturebooks and books with illustrations, and the range of strategies available to solve specific issues; b) the special characteristics involved in reading aloud, its emotional dimension, and the sphere it occupies between private and public reading; c) the interpretation and manipulation of child images; and, d) the role of the translator, publishers and mediators as active or passive agents whose decisions may finally mirror the images projected by the authors of the source books. This volume is also professionally-oriented and presents examples that underline the interaction between theory and practice. The topics range from Bible translation, to translating the classics, such as Beatrix Potter’s tales and fairytales, fantasy worlds for young adults as depicted in Tolkien’s The Lord of the Rings, or novels such as those by Christine Nöstlinger, as well as stories with a psychological and social function such as the African war tales. Finally, it includes didactic applications that help enhance an awareness of the issues involved.

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About the author

Maria González Davies is senior lecturer at the Modern Languages Department of the Faculty of Education at the University Ramon Llull in Barcelona, Spain. Her main research and publications are related to translation training, the role of the L1 and translation in foreign language learning, and children’s and young adult’s literature in translation.

Riitta Oittinen is adjunct professor at the Universities of Helsinki and Tampere (Finland) and senior lecturer at the University of Tampere, as well as a writer and illustrator. She is also the author of more than 200 publications (books, articles, translations, films, illustrations) and specializes in translating picturebooks and children’s literature, especially the verbal, the visual and the auditive (reading aloud).

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Additional Information

Publisher
Cambridge Scholars Publishing
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Published on
Mar 26, 2009
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Pages
145
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ISBN
9781443807364
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Best For
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Language
English
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Genres
Literary Criticism / Children's & Young Adult Literature
Literary Criticism / General
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Content Protection
This content is DRM protected.
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Eligible for Family Library

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This volume is the result of the presentations and discussions carried out at the Conference on “Early Foreign Language Learning in Educational Contexts. Bridging Good Practices and Research” organized by the University Ramon Lull, the University of Bari and LEND (Lingua e Nuova Didattica) in March 2010.

At the Conference, both teachers and researchers met to examine recent language teaching theories and practices from a transnational and intercultural perspective, on the one hand, and on the other, to fill the gap in the field of English as a Foreign Language (EFL) in schools and to pave the way for a wider platform of discussion between School and University. Since these two institutions have often had little contact and, as there is excellent work carried out in both, our attempt was to build more solid bridges across their contexts, engaging school teachers in ongoing research and bringing everyday classroom practice nearer to university theoreticians in an open exchange forum so that the reflection on teaching and learning becomes relevant and rewarding for the participants involved in Early Foreign Language Learning in 21st century contexts.

Drawing on the main topics presented throughout the Conference, this book has been structured around three main thematic areas: 1) the Age Factor, 2) CLIL and Content-based research and practices, and 3) developing intercultural competence: use of the L1 and translation as mediation skills.

Each of these sections encompasses high quality contributions, all informed by salient and recent research, clear and justified theoretical standpoints and good practices which are appealing to an international audience and setting.

The editors sincerely hope that this volume contributes to widen the field of foreign language teaching and learning to include studies on young learners’ perceptions and performance. At the same time, they would like to highlight the decisive new focus on language learning adopted in the 21st century: the inclusion of a wider vision of language acquisition, one that highlights the relevance of using languages not only to communicate but, more relevantly, to mediate between cultures, as a means to bring together the plurilingual and pluricultural citizens of our future.

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