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<rdf:RDF xmlns:rdf="http://www.w3.org/1999/02/22-rdf-syntax-ns#" xmlns:dc="http://purl.org/dc/elements/1.1/"><rdf:Description rdf:about="https://repozitorij.uni-lj.si/IzpisGradiva.php?id=161805"><dc:title>The Translation of Italian Children’s Literature into English: A Case-Study</dc:title><dc:creator>Posega,	Arianna	(Avtor)
	</dc:creator><dc:creator>Currie,	Oliver	(Mentor)
	</dc:creator><dc:subject>literary translation</dc:subject><dc:subject>translated children’s literature</dc:subject><dc:subject>foreignization and domestication</dc:subject><dc:subject>culture-specific items</dc:subject><dc:subject>text and illustrations</dc:subject><dc:description>Translated children’s books can give children the opportunity to learn and meet new cultures through engaging plots. How much of the foreign culture the child will learn depends on the translation strategy adopted in the translation process. Translators can bring the reader closer to the source culture with foreignization. In this case the culture-specific items are retained. On the other hand, they can bring the source text closer to the reader’s culture with domestication. In this case the culture-specific items are adapted to be more familiar to the readers. The aim of this thesis is to analyse the text and illustrations in selected Italian children's books translated into English. The books included in the analysis are a picture book for younger readers (3-7 years old), The Big Book of Slumber, a collection of short stories entitled Telephone Tales for readers in the 8-12 age group and four stories of the Geronimo Stilton series (My Name is Stilton, Geronimo Stilton; Geronimo’s Valentine; Thea Stilton and the Roman Holiday; Operation: Secret Recipe) for readers in the 7-10 age group. The purpose of the analysis is to determine which translation strategies have been used, with a particular focus on the culture-specific items present in the texts and illustrations. The analysis showed that in the selected works, foreignization and domestication were used complementarily. For example, a domesticating approach was at times used for the characters’ names. Translators used a foreignizing approach when they retained the exotic elements of the source culture (such as foods, geographical places) in the translations. The analysis also highlighted the importance of the connection between the text and the illustrations in children’s literature.</dc:description><dc:date>2024</dc:date><dc:date>2024-09-14 07:46:38</dc:date><dc:type>Magistrsko delo/naloga</dc:type><dc:identifier>161805</dc:identifier><dc:language>sl</dc:language></rdf:Description></rdf:RDF>
