research methods ii-1
DESCRIPTION
Research Methods II-1TRANSCRIPT
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l, i t le of Essay or Assignment: Research
First Marker: Dr Maeve Olohan
&Tit le: ELAN 60212 ResearchPro oosa I
Methods (Translat ion & Interpret ing Studies) I I
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7514402
nThg@fflcts qf ni)ingua{ ch}ldren's books: A Case Study of Dr. Seuss' Chinese Translation
\-/ \) \-/ a phD one year project
The translation of children's literature has traditionally focussed on the comparison of the
target text and the source text. The problems often addressed are adaptation and ideological
differences because the translators and the target readers are in an unequal relationship (Lathey
2006). This relationship leads to the different strategies that translators adopt. Considering the target
readers, the adult translator often positionlthemselves in a didactic role, which gives them an/\
invisible responsibility to transform the source text into something more appropriate, or commonly
accepted in their cultures. These changes that the translators made were not investigated until
recently because children's literature and translated literature had long been posited in the periphery
(Zohar l931) and the translation of children's literature was usually thought of as an original work,
deprived of its source, its author, and its translator. Nonetheless, there is a trend recently of making
children's books that are written in other languages into language learning materials. In Taiwan, Dr.
Seuss'beginner's series was translated into Chinese as bilingual books, with Chinese replacing the
original place where English text was. and the English text being moved to the blank spaces wherei' nal, othere was originally no illustration. If the adaptation of the translation of children's literature O I E)fLI
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I of'"'{f'"^problematic, would the presence of the source text solve the problem?
Wf ^FH- €tt@rproves of bilingual books for children because she thinks that seeing the
ar.P" 0 unknhffibols right next to the language that they know could make them curious about the
)_/ strange 'squiggles and dots', knowing that those things are actually languages that people from
different countries speak, and thus enhance their acceptability towards other cultures (2005:18).
However, it might not be so for Dr. Seuss'books. The illustration in his books is very important
because it is one of the devices that encourage children to read and master the stories (MacDonald
1988:122). The change of the texts'position changes the whole setting, and thus could possibly
0o alter the function of the book ffiuiemphasizes the importance of translating picturesi "-n- \--/
db, (2006:1 13). But her discussion oilhow illustrations should be rendered does not include the type of\ 2 | texts in which source text and target text coexist.
To investigate the strategies that are applied in the translation of this series, I will interview
the three translators who are all famous writers in Taiwan. To examine the effect of the translation
on readers, I will conduct four focus groups (1. adult Chinese speakers, 2. adult English speakers, 3.
children Chinese speakers, a. childr{n English speakers), with which I will discuss how they
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7514402
perceive the books. Each group will consist of 10 people. After that I will analyze their responses
and compare that with the translators strategies and their expectation.
As an experienced child psychologist, I will be able to facilitate the children's focus groups
smoothly and enhance the objectivity of the research. Having translated 23 children's books,I am
also aware of potential problems when translating, which allows me to benefit this discipline with
this research.
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References
Hallford, Deborah and Edgardo Zaghini (eds) (2005) Children's books in translation, Malta'.
Compass Press.
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cyds.Lathey, Gillian (ed.) (2006filye Translation of Childrenb Literature: a Readen Great Britain:v
Cromwell Press.
MacDonald, Ruth K. (eds) (1988) Dr. Seuss, the United States of America: Twayne Publishers.
Shavit, Zohar (1979)'Translation of Children's Literature as a Function of its Position in the
Literary Polysystem' , Poetics today 2(4): 171-179