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Thg@fflctsqf ni)ingua{ch}ldren'sbooks:A CaseStudyof Dr. Seuss'ChineseTranslation \-/ \) \-/ a phD oneyearproject
The translation of children's literature has traditionally focussedon the comparisonof the target text and the sourcetext. The problems often addressedare adaptationand ideological differencesbecausethe translatorsand the target readersare in an unequal relationship (Lathey 2006). This relationship leads to the different strategiesthat translatorsadopt. Considering the target readers,the adult translator often positionlthemselvesin a didactic role, which gives them an /\ invisible responsibility to transform the sourcetext into somethingmore appropriate,or commonly acceptedin their cultures. These changesthat the translatorsmade were not investigateduntil recently becausechildren's literature and translatedliterature had long been posited in the periphery (Zohar l931) and the translationof children's literaturewas 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 languagesinto languagelearning materials. In Taiwan, Dr. Seuss'beginner'sserieswas translatedinto Chineseas bilingual books,with Chinesereplacingthe
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original place where English text was. and the English text being moved to the blank spaceswhere
of children'sliteratureO I of thetranslation therewasoriginallyno illustration.If theadaptation I ^-^^^-^^ the problem? --^Lr^*^+:^ text ontrra solve rJ"o problematic, .,,^,,r,1 of ^r+L^ the source+a-+ would +1^^ the presence ^.^l,lo,-"
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of bilingual books for children becauseshethinks that seeingthe Wf ^FHâ&#x201A;Źtt@rproves 0 right next to the languagethat they know could make them curious about the unknhffibols ar.P" strange'squiggles and dots', knowing that those things are actually languagesthat people from )_/ different countriesspeak,and thus enhancetheir acceptabilitytowardsother cultures(2005:18). However,it might not be so for Dr. Seuss'books.The illustration in his books is very important becauseit is one of the devicesthat encouragechildren to readand masterthe stories(MacDonald 1988:122).The changeof the texts'position changesthe whole setting,and thus could possibly 0o
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alter the function of the book ffiuiemphasizes
the importance of translating pictures
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(2006:113). But her discussionoilhow illustrationsshouldbe rendereddoesnot include the type of texts in which sourcetext and targettext coexist. To investigatethe strategiesthat are applied in the translation of this series,I will interview the three translatorswho are all famous writers in Taiwan. To examine the effect of the translation on readers,I will conductfour focus groups(1. adult Chinesespeakers,2. adult English speakers,3. children Chinesespeakers,a. childr{n English speakers),with which I will discusshow they \
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7514402 perceivethe books. Each group will consist of 10 people.After that I will analyzetheir responses and comparethat with the translatorsstrategiesand their expectation. As an experiencedchild psychologist, I will be able to facilitate the children's focus groups smoothly and enhancethe objectivity of the research.Having translated23 children's books,I am also aware of potential problems when translating, which allows me to benefit this discipline with this research. t-bo
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References
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Hallford, Deborah and Edgardo Zaghini (eds) (2005) Children's books in translation, Malta'.
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CompassPress.
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Lathey,Gillian (ed.)(2006filyeTranslationof ChildrenbLiterature:a ReadenGreatBritain:
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Cromwell Press.
v
cyds.
MacDonald,Ruth K. (eds)(1988) Dr. Seuss,the United Statesof America: TwaynePublishers. Shavit, Zohar (1979)'Translation of Children's Literature as a Function of its Position in the /
Literary Polysystem', Poeticstoday 2(4): 171-179
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