Abstract:

Translators of children’s books initially need to know children’s literature and analyze many examples. It is not possible for them to be able to recreate these works in translation without knowing the genres and the examples of good practice, along with the translation habitus of previous translators. Even though they are not deemed to be child development experts, they need to be aware of the child readers’ needs and the ways in which the literature for that specific reader is formulated. The aim of the paper presented below is to outline and provide the headings for a preliminary literary translation course module focusing especially on training young translators in translating children’s literature. The corpus entails subjects that are crucial for translators to know during the translation of children’s literature. In line with this idea, the first section of the study encompasses the profiles of ‘probable readers’ and the marketing of children’s books. A short of history of the evolution of the field and the current day situation is presented in a second section. The fourth section contains a summary of the cognitive and other developmental stages of the child reader. This is followed by a substantial section on the different types of literature present for child reader, the specific attributes of the genres. In conclusion, the benefits of including this type of a module in the training of translators of children’s literature is underlined and explained.

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