Departamento de
Traducción e Interpretación


Tema:   Infantil. Literatura. Género.
Autor:   Coussy, Audrey
Año:   2014
Título:   Traduction et littérature d'enfance et de jeunesse anglophone (19e–21e): langage, identité, altérité [Translation and English-language children's literature (19th–21th): language, identity, alterity]
Lugar:   Paris
Editorial/Revista:   Université de la Sorbonne Nouvelle-Paris III
Idioma:   Francés.
Tipo:   Tesis.
Resumen:   Translating children's literature can be paradoxical for translators: they have to deal with the long tradition of the self-effacing translator serving the source text, and with a tendency to cater for the young readership in a benevolent, often conformist way. Our thesis looks beyond this dualistic view and shows another theoretical and practical approach based on a selection of texts from English-language children's literature, from the XIXth century onwards. Children's literature is seen more and more as a part of literature in general, which makes it possible to no longer see its translation as specific and target-oriented, something that tends to erase the otherness within the texts. If some elements are indeed more specific to the translation of children's literature, this thesis aims at underlining how rich and complex this literature is thanks to translation, which makes us reconsider our relation to language, identity and otherness. Following Antoine Berman and Henri Meschonnic, translators must think their practice and build a theory paying particular attention to the inherent orality of children's literature. Translators have to involve themselves in their work while being aware of the limitations and possibilities linked to their subjectivity. The translator's invisibility is a chosen and playful one, using the metaphor of the invisibility cloak, which they can put on and remove as they please, while they negotiate between cultures, languages and readerships. Elaborating on this image, our thesis links the theory of translation with the study and the translation of our primary corpus, and draws a conclusion: translating children's literature assimilates the experience of the translator to the one of the child (re)discovering language, identity and otherness. [Source: Author]
2001-2019 Universidad de Alicante DOI: 10.14198/bitra
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