From Prototype and Skopos Theories to Corpus-Based and Audiovisual Approaches in Children’s Literature Translation


For a long time an unexploited field of scientific research, Children’s Literature Translation Studies deserve a thorough examination primarily due to the current world-wide publishing boom of children’s texts. The dominance of the literary productions of the Anglo-American environment determines the overwhelming number of translations in different cultures and languages. Most translation theories which have been traditionally analyzed and applied to what is generally assumed to be adult literature should be revisited and reconsidered in the case of children’s books with the aim of helping translators and ensuring the efficiency of the translation process. From this perspective, the present article focuses upon the influence of the prototype theory upon children’s literature translation strategies, the importance of the double addressee in the skopos theory, the advantages of the corpus-based approach and the adaptation to the changing landscapes of children’s texts intermediated by the audiovisual approach. Since contemporary translators of children’s literary texts are facing the imperative of tight deadlines, they need to be clearly aware of their translation commission trying to fulfill the expectations of the potential target readers. The aforementioned theories and approaches pave the way to new discoveries with respect to the challenge of translating children’s texts which share both similarities and differences with adult literature.

Share and Cite:

Chifane, C. (2015) From Prototype and Skopos Theories to Corpus-Based and Audiovisual Approaches in Children’s Literature Translation. Open Journal of Social Sciences, 3, 100-106. doi: 10.4236/jss.2015.38011.

Conflicts of Interest

The authors declare no conflicts of interest.


[1] Lathey, G. (2011) The Translation of Literature for Children. In: Malmkjaer, K. and Windle, K., Eds., The Oxford Handbook of Translation Studies, Oxford University Press, Oxford, 198-214.
[2] Rosch, E. (1978) Principles of Categorisation. In: Rosch, E. and Lloyd, B.B., Eds., Cognition and Categorisation, Lawrence Erlbaum, Hillsdale, 27-48.
[3] Lakoff, G. (1987) Women, Fire and Dangerous Things: What Categories Reveal about the Mind. University of Chicago, Chicago.
[4] Shalomi-Hen, R. (2000) Classifying the Divine. Hubert & Co, G?ttingen.
[5] V?lceanu, T. (2007) Fidelitate si alteritate lingvistica si culturala. Editura Universitaria, Craiova.
[6] Thomson-Wohlgemuth, G. (1998) Children’s Literature and Its Translation. An Overview. Unpublished. MA Dissertation, University of Surrey, Surrey.
[7] Rosch, E. and Marvis, C.B. (1975) Family Resemblance: Studies in the Internal Structure of Categories. Cognitive Psychology, 7, 573-605.
[8] Carta, G. (2008) Theory and Practice of Translation: The Case of Children’s Literature. In: Hyde Parker, R. and Guadarrama Garcia, K., Eds., Thinking Translation: Perspectives from Within and Without, Brown Walker Press, Boca Raton, 35-47.
[9] Nord, C. (1991) Skopos, Loyalty and Translation Conventions. Target, 3, 91-109.
[10] Shavit, Z. (1986) Translation of Children’s Literature. The University of Georgia Press, London.
[11] Gote, K., Orvig, M. and Stuart, A. (1978) Children’s Books in Translation: The Situation and the Problems. Almqvist & Wiksell International, Stockholm.
[12] Venuti, L. (1995) The Translator’s Invisibility. A History of Translation. Routledge, London.
[13] Baker, M. (1995) Corpora in Translation Studies: An Overview and Suggestions for Future Research. Target, 7, 223- 242.
[14] Laviosa-Braithwaite, S. (2002) Corpus-Based Translation Studies. Rodopi, Amsterdam/New York.
[15] Orero, P. (2004) Topics in Audiovisual Translation. John Benjamins, Amsterdam/Philadelphia.
[16] Diaz-Cintas, J. (2008) The Didactics of Audiovisual Translation. John Benjamins, Amsterdam/Philadelphia.
[17] O’Connell, E. (2003) Minority Language Dubbing for Children: Screen Translation from German to Irish. Peter Lang, Bern.
[18] O’Connel, E. (1999) Translating for Children. In: Anderman, G. and Rogers, M., Eds., Word, Text, Translation: Liber Amicorum for Peter Newmark, Multilingual Matters, New York, 208-216.
[19] Oittinen, R. (1993) I Am Me—I Am Other: On the Dialogics of Translating for Children. University of Tampere, Tam- pere.
[20] Littau, K. (2010) Translation in the Age of Postmodern Production: From Text to Intertext to Hypertext. In: Baker, M., Ed., Creatical Readings in Translation Studies, Routledge, New York, 435-448.

Copyright © 2023 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.