Show Less
Restricted access

Multilingualism and Translation

Studies on Slavonic and Non-Slavonic Languages in Contact


Edited By Vladislava Warditz and Beatrix Kreß

This collection of essays tackles the issues that arise when multilingualism meets translation and discusses the findings with a particular focus on Slavonic migrant languages. Despite its high relevance from both the theoretical and the applied perspective, the intersection of multilingualism and translation has been rather neglected in international research on multilingualism. This volume intends to create a new angle within this wide field of research and to systematize the most relevant approaches and ideas on this topic in international Slavonic studies.
Show Summary Details
Restricted access

Translation Strategies of Bilingual Children: A Case Study


Kira Sadoja

Translation Strategies of Bilingual Children: A Case Study


The article presents the results of a translation experiment in a group of adolescent bilinguals (L1 Russian / L 2 German) who reside in Germany and study Russian as native language in public school. The author examines the main errors made by the bilinguals in the process of translation from German into Russian and from Russian into German, oral and written, and analyzes the basic semantic, lexical, and grammatical strategies used by them. The author also examines the significant difference between the quality of the two written translation (Russian-German translation being considerably better than German-Russian) and the possible reasons for this difference.

In the 1960s, the German state of North Rhine-Westphalia introduced a program for teaching Russian in schools as a native language (HSU1) for Russian heritage speakers. One of the objectives of the program is to develop HSU competence (Ministerium 2006: 33–34), including Russian-German and German-Russian translation skills.

During my own lessons in Russian as a native language, I noticed that the main difficulties for bilingual children in the process of translation were not related to the individual skills of the children. Rather, the difficulties depended primarily on the kind of translation (written or oral) and on the stylistic features of the translated text (literature, newspaper article, etc.), as well as on the language from which the translation is done (L1 to L2,2 or vice versa)...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.