LFU:online

The focus in this group will be on a selection of (mostly English-language) children’s classics, which we are going to analyse from a double perspective: a) as cultural documents in their own right, and b) as source texts for numerous translations (and retranslations). The aim is to develop a deeper understanding of a) the source cultural contexts in which they originated, and of b) the translation processes involved in transforming them into international bestsellers. The cultural awareness and text analysis skills acquired over the course of the term will prove useful to you as future translators.

You may have grown up with Alice in Wonderland, Winnie-the-Pooh or Pippi Longstocking, to name just a few examples of world-famous children’s classics. Most of you will probably have read or watched them in your own mother tongue – the only language available to you at the time – without being aware that they were originally written in a different language. This course will give you a chance to rediscover some of your favourite childhood readings through the lens of their source language (or other translations), and from within the original source cultural contexts in which they originated. Comparing source and target (texts and contexts) will lead to some significant insights into the role of children’s classics in shaping cultural perceptions; into the ways in which hierarchies between languages/cultures determine translation channels and translational choices; and into possible motivations underlying shifts in the implied audience (e.g. child and/or adult reader). One overarching focus will be on the specificities and particular challenges of translating children’s literature. For example, source language versions of children’s classics are often rich in creative transgressions of language rules to reflect a particular child protagonist’s expressive needs, or their urge to challenge cultural conventions. A translation which fails to convey this important dimension of character portrayal will lead to the target reader losing out on the linguistic experimentation and playfulness that have been proven to appeal to young audiences, boosting their own language development. Re-exploring supposedly familiar texts through their source language and culture (and/or intermediary texts) can therefore heighten your awareness of the complexities involved in translation.

Regular reading assignments; comparative analyses of source texts and translations; group work and class discussions.

Continuous assessment (with different types of assignments and forms of evaluation to choose from) + written term paper.

Set texts will be ordered via the Studia bookshop. (More information to follow.) Further reading that is not available from the library will be provided by the course leader. Detailed bibliographical guidance for term papers will be given at the beginning of term.

Participants must have successfully completed all three parts of the module English I.

Please bring a copy of your transcript of records with you to the first session.

The term paper written on this course can be used as a basis for your BA thesis.