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Questions and Answers
What factor contributes to the low status of translated children's literature?
What factor contributes to the low status of translated children's literature?
- Translators are often overpaid for their work.
- Children's literature is only popular in certain regions.
- The subject matter is too complex for translators.
- The source material itself is considered marginal. (correct)
What is a potential consequence of the poor status, pay, and working conditions in children's literature translation?
What is a potential consequence of the poor status, pay, and working conditions in children's literature translation?
- An improvement in the number of translated works.
- An increase in the number of qualified translators.
- A perpetuation of a vicious cycle leading to lower quality translations. (correct)
- Greater attention from academic institutions.
What action by academic institutions could positively impact the field of children's literature translation?
What action by academic institutions could positively impact the field of children's literature translation?
- Decreasing resources into investigations of the specific challenges of this field.
- Decreasing research into commercial translation.
- Channeling more resources into research and teaching staff focused on the challenges of children's literature translation. (correct)
- Ignoring research and teaching staff.
Besides academics, who else significantly influences the current state of children's literature translation?
Besides academics, who else significantly influences the current state of children's literature translation?
According to Rudvin, how might policy-makers in publishing affect the images of other nations?
According to Rudvin, how might policy-makers in publishing affect the images of other nations?
What does Rudvin's study primarily focus on?
What does Rudvin's study primarily focus on?
What is a key factor in the selection of translated Norwegian books for children, according to Rudvin?
What is a key factor in the selection of translated Norwegian books for children, according to Rudvin?
What does Rudvin suggest is a consequence of selecting texts for translation based on stereotypes?
What does Rudvin suggest is a consequence of selecting texts for translation based on stereotypes?
What approach should future research in translating for children take, according to the text?
What approach should future research in translating for children take, according to the text?
What is true regarding Klingberg's view on adaptation in translation?
What is true regarding Klingberg's view on adaptation in translation?
According to Shavit and Even-Zohar, what influences a translator's choices?
According to Shavit and Even-Zohar, what influences a translator's choices?
According to the polysystems approach, what is the primary focus in translation?
According to the polysystems approach, what is the primary focus in translation?
What determines the norms of translation for children?
What determines the norms of translation for children?
What was characteristic of translations for children from German to Hebrew early in the century, according to Even-Zohar and Toury?
What was characteristic of translations for children from German to Hebrew early in the century, according to Even-Zohar and Toury?
In the dubbing translation of animation programs from German to Irish, what style did the Irish versions tend to adopt?
In the dubbing translation of animation programs from German to Irish, what style did the Irish versions tend to adopt?
What is a primary characteristic of the Irish language among native speakers today?
What is a primary characteristic of the Irish language among native speakers today?
What is the end result of the act of translation?
What is the end result of the act of translation?
What does the polysystem hypothesis, developed by Zohar, focus on?
What does the polysystem hypothesis, developed by Zohar, focus on?
What historical event led to the necessity of studying and producing children's literature in the West?
What historical event led to the necessity of studying and producing children's literature in the West?
What was an initial impact of the Reformation period in Türkiye on children's literature?
What was an initial impact of the Reformation period in Türkiye on children's literature?
Which novels were among the first to be translated in the Ottoman Era as efforts to follow western Enlightenment and focus on children's works?
Which novels were among the first to be translated in the Ottoman Era as efforts to follow western Enlightenment and focus on children's works?
During the Enlightenment period, what methods were embraced in the Ottoman period for raising children?
During the Enlightenment period, what methods were embraced in the Ottoman period for raising children?
What role did translation play in Turkey during the Reformation period?
What role did translation play in Turkey during the Reformation period?
What was a notable characteristic of literary traditions in Turkey before a separate genre of children's literature became available?
What was a notable characteristic of literary traditions in Turkey before a separate genre of children's literature became available?
What characterized the reforms ushered in by the Reformation in Ottoman Turkey in 1839?
What characterized the reforms ushered in by the Reformation in Ottoman Turkey in 1839?
What did translated books such as Daniel Defoe's Robinson Crusoe imply to the Ottomans?
What did translated books such as Daniel Defoe's Robinson Crusoe imply to the Ottomans?
What genre saw an increase in Turkish children's literature during the 1970s?
What genre saw an increase in Turkish children's literature during the 1970s?
What became major factors influencing the publication of classics for children post-1980s?
What became major factors influencing the publication of classics for children post-1980s?
What strategies were used by translators, translating books for children, that led to translated versions deviating from their originals?
What strategies were used by translators, translating books for children, that led to translated versions deviating from their originals?
In what way were children seen differently after the 1980s?
In what way were children seen differently after the 1980s?
What characterizes the dominance of consumer reading culture for children in the current situation?
What characterizes the dominance of consumer reading culture for children in the current situation?
What was a significant trend in Turkish children's literature during the Republic period?
What was a significant trend in Turkish children's literature during the Republic period?
What characterized the translation of classic literature in Turkey after 1945?
What characterized the translation of classic literature in Turkey after 1945?
What was a notable development in the field of publishing in the 1960s in Turkey?
What was a notable development in the field of publishing in the 1960s in Turkey?
What trend was observed in Turkish children's literature translations during the 1970s?
What trend was observed in Turkish children's literature translations during the 1970s?
What has been the dominant viewpoint embraced in the translation of children's literature in Turkey during the 1990s and 2000s?
What has been the dominant viewpoint embraced in the translation of children's literature in Turkey during the 1990s and 2000s?
Flashcards
Status of children's literature translation
Status of children's literature translation
Children's literature translation has faced low status due to the source material being seen as marginal.
Compounding factors in translation quality
Compounding factors in translation quality
Poor pay and working conditions creates a cycle of poor translation quality for children's literature.
Breaking the negative cycle
Breaking the negative cycle
Improving translator skills and professional confidence can break the cycle of poor translation quality.
Publisher Influence
Publisher Influence
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Norwegian Translation Success
Norwegian Translation Success
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Target culture focus
Target culture focus
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Translation norms
Translation norms
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Hebrew translation evolution
Hebrew translation evolution
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German to Irish dubbing
German to Irish dubbing
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Translation as a Transfer
Translation as a Transfer
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Text selection
Text selection
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Children's literature
Children's literature
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Ottoman children’s lit
Ottoman children’s lit
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Enlightenment ideals
Enlightenment ideals
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Early Turkish literature
Early Turkish literature
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A list of books
A list of books
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New target audience.
New target audience.
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Culture change
Culture change
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Classic books
Classic books
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Study Notes
- Children's literature translation, like the literature itself, has often suffered from low status.
- The source material is considered of marginal interest and the translation undervalued.
- Lower pay and poor working conditions lead to lower quality translated work.
- Improving translators skills would improve professional confidence, helping to break this cycle.
- Academic institutions should channel more resources into the specific challenges of children's literature translation.
- Publishers, editors, and translators play active roles, influencing the approach to translation.
- Policy-makers in publishing and marketing influence images of nations through translation.
- Images are the result of historical development, cultural interchange, and conscious marketing strategies.
- In English-speaking regions, Norwegian literature is not well-known, excluding Henrink Ibsen and Knut Hamsun.
- Norwegian children's literature stands as an exception
- Only a few hundred copies of adult translations from Norwegian are published in English
- Several thousand copies of translated children's books are published.
- Books are selected based on how well their content corresponds to British stereotypes about Norway.
- This policy perpetuates stereotypes rather than creating innovative thinking and new literature/authors.
- Studies like Rudvin's are needed to address topics that Klingberg suggested in 1986 for research purposes.
- Research tools and methodology are also needed
- Klingberg's approach to children's literature translation is dogmatic and inflexible.
- Klingberg's analyses of Swedish/English translations are source language oriented.
- Klingberg recognized adaptation for foreign and historical references as possibly necessary.
- He advocated for faithfulness to the source text as much as possible.
- Shavit (1986: 171) and Even-Zohar (1992: 231) illustrate the descriptive approach to translation of children's literature.
- Translators' and authors' decisions aren't individual whims, but made within the (poly-)system in which they operate.
- Adherents of the polysystems approach, the focus is the TL and target culture:
- The translator's decisions are likely based on norms and expectations, and the purpose of the translation (Puurtinen, 1995: 60).
- Translation, like all cultural activity, is conducted according to certain norms.
- In the case of children's translation, these norms may be didactic, ideological, ethical, religious, etc.
- Established translations were highly literary and meant to enrich young reader's vocabulary from German to Hebrew.
- Now, Hebrew translations reflect more colloquial language focusing on entertainment rather than education.
- Research has revealed that German animation dubbed in Irish simplifies language, avoiding specialized terminology.
- Irish writing traditions emphasize oral communication despite continuing scholarly traditions in prose and poetry.
- Source language is understood as part of a transfer mechanism to transfer textual models from one system to another
- Certain products are produced within the target system, which are related to the source system.
- Viewing translation as a transfer process must stress the translations of texts from one language to another.
- Children's literature is an integral part of the literary polysystem.
- Zohar's Polysystem hypothesis was designed in the 1970s as a theoretical framework for the study of literature and language in a cultural context.
- The Ottoman Empire underwent development for children's literature in the 19th century due to calls for modernization and reformation.
- No scholarly work on children's literature was available until the end of the second half of the 19th century in Türkiye.
- Westernization efforts and the start of the Reformation period improved children's literature in Turkey
- This Reformation Period changed the perspective on children and children's literature and education became necessary.
- Enlightenment brought a new point of view which created a unique children's literature philosophy.
- In the Ottoman Empire Reformation, translated novels "Robinson Crusoe" and "Gulliver" followed the trajectory or path of western Enlightenment.
- They were the first books translated in the Ottoman Era (Özkırımlı, 1987)
- The translated works of Jules Verne also interested children in core sciences.
- Enlightenment period efforts molded children into adults suitable for society.
- Translation renovation beginning with Reformation helped Turkey
- Previous Turkish literary traditions children's literature was based on a common oral literature
- Translations helped add to the separate genre of children's new literature
- Reformation re-organized administration, law, and education ushering in the history of Ottoman Turkey with its reforms in 1839.
- Official westernization occurred from modernized inspiration inspired by the technological progress
- The Ottomans wanted to follow Westernized development
- Daniel Defoe's novel Robinson Crusoe influenced courage and technique, published as Hikaye-i Robinson in 1864, translated by Ahmet Lütfi.
- Jonathan Swift's novel Gulliver displayed barrenness and impatience:
- Translated by Mahmut Nedim in 1872
- Called despair and loneliness
- Initial examples of translated children's literature: -Reflected Enlightenment in Ottoman Era
- Jules Verne's books were published:
- The Mysterious Island (Gizli Ada) (1869)
- Around the World in Eighty Days (Seksen Günde Devrialem) (1889)
- Two Years Vacation (İki Sene Mektep Tatili) (1889) were translated by Ahmet İhsan Tokgöz Journey to the Centre of the Earth (Merkezi Arza Seyahat) (1889)
- Five Weeks in a Balloon (Beş Hafta Balon İle Seyahat) (1891) translated by Mehmet Emin
- Short stories, fables, and adaptations from La Fontaine poets/authors were translated as poetry or prose by Şinasi, Recaizade Mahmut Ekrem, and Ahmet Mithat Efendi (Koz, 1993).
- Increasing interest in culture, industrialization, and enlightenment created and educated within the society.
- In the Republic period, translation was supported as a state ideology rather than Westernization.
- Authors of the Reformation Period wanted to produce original literary works of their own
- Western culture was still aspired for
- Classics were translated after 1945, with children's classics following in the 1950s..
- In 1960-1990, children's classics translated led to a publishing breakthrough:
- Various similar books were translated
- translated authors repertoire were new
- In the 1960s, there were under 400 author-republished children's books
- In the 1970s there was no change to the 1960s trends and there was a decline in new children's translations
- A children's leftist ideology emerged in the 1970s:
- Turkish authors like Aziz Nesin, Ülkü Tamer, Erdal Oz, and Erol Toy contributed.
- Publications of classics continued after 1980:
- The Board of Education approved content purchased by schools
- Parents, teachers, and adults knew the content
- Classics became a natural choice for reading
- Strict 80s' ideologies reflected in literature affected children; parents/teachers precautions were taken -
- Classics were centrally functional:
- Helped contribute to a student's basic knowledge
- The List of 100 Basic Books promoted interventionist translation strategies:
- Led to losses in meaning
- Translations strayed from their original intention
- Since the 1980s, children's positions were elevated in society:
- The center changed from society to families
- Producers considered children as a consumer mass
- Infrastructure and media promoted serving children independently from adults.
- 19th-century educational expectations and typical child portrayal remained prevalent since the 1990s and 2000s
- '100 Basic Books' in 2004 is a reminder of classics dominance.
- It's impossible to order children to fit figures due to audiovisual media
- Children need equality in translated texts and consume works within their reality as consumers
- Consumer culture in media is dominant due to lack of published literary and aesthetic texts
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