Voix, images et mots / Voices, Images and Texts
The first section of this volume features a variety of essays on writing for children, ranging from studies of classic authors to an analysis of the role of pictures in children’s books, to an examination of comics and theatre for the young.
Subjects addressed in the second section include the intersemiotic nature of translating for children, the question of the translator’s voice, the theoretical principles that best aid translators in the field of children’s literature, as well as chapters exploring the idea of national literatures for the young. The third and final section offers insights into audiovisual translation for children. These contributions focus on theories and models for this kind of translational activity, as well as addressing a number of real-life cases and their reception.
The volume features contributions in three languages: French, English and Italian.
Why Kermit and Harry Potter now speak Irish: Translating minority language television for children Eithne O’Connell 265
265 Why Kermit and Harry Potter now speak Irish: Translating minority language television for children Eithne O’CONNELL Dublin City University I. Introduction This article will look at audiovisual translation into Irish of television programmes for children, particularly over the last decade. In many ways, this can be seen as a very specific topic. Indeed, its relevance for scholars and students living elsewhere and interested in other languages and target audiences may not be immediately obvious. However, while the focus here is specific in that it concentrates on a particular target language, Irish or Irish Gaelic, known as an Ghaeilge, a particular target audience, namely children, and a particular type of audiovisual transla- tion, namely dubbing, the topic may offer some useful insights into broader questions relating to more general areas of translation study and research. This is not surprising as the frame of reference is interdiscipli- nary in nature and draws on aspects of research from minority language studies (especially minority language media studies), translation studies (especially audiovisual translation studies) and children’s literature. II. Minority languages In the first instance, it is necessary to gain some clarity as to what is meant by minority language, audiovisual translation, especially dub- bing, and children, for the purposes of the discussion which follows. It is always important to do this but it is often not possible to provide water-tight, general definitions of the terminology in use. Take the term minority language, for example: first of all, the term is often used as a...
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