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Subjectivity in (Re)Translation: The Case of Oscar Wilde’s Tales in Romanian

100%
Hăisan D.
Lublin Studies in Modern Languages and Literature
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2020
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vol. 44
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issue 1
DE
Der Artikel enthält das Abstract auschließlich in englischer Sprache.
EN
Based on a corpus of nine tales by Oscar Wilde (making up the two well-known volumes: The Happy Prince and Other Stories, 1888, and A House of Pomegranates, 1891), along with nine Romanian versions of these texts, the present article aims at reflecting on the linguo-semantic expression of emotion (with a focus on subjective adjectives like little, big, poor etc.), as well as making an inventory of the compensation strategies used by translators, taking into account the fact that most Romanian versions are addressed to children, and also that translation criticism, just like translating itself, is a matter of instinct, taste, affinity, finally emotion.
FR
L'article contient uniquement le résumé en anglais.
2
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Children’s Literature in Europe at the Start of the 20th Century and the Intellectual Place of Ivana Brlić-Mažuranić’s Children’s Story Čudnovate zgode šegrta Hlapića1

100%
Ewers H.-H.
Libri & Liberi
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2013
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vol. Vol 2
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issue No. 2
179-186
EN
The essay presents the cultural circumstances and the main ideas of the educational reform in Europe at the beginning of the 20th century and gives an overview of the trends found in children’s literature of the time. The author places Čudnovate zgode šegrta Hlapića [The Strange Adventures of Hlapich the Apprentice], a Croatian classic by Ivana Brlić-Mažuranić, in the tradition of children’s non-fantastic literature of childhood autonomy, of a partly idyllic, partly parabolic, nature. He also relates it to stories by the German children’s author Otfried Preußler, which appeared in the mid 20th century, at the time when Hlapich was translated into German. It is the kind of literature which aims to create for its young readers the feeling of happy agreement between the self and the world, and it thus instils a basic sense of trust in its child readers.
HR
Esej prikazuje kulturni kontekst i ideje vodilje obrazovne reforme u Europi početkom dvadesetoga stoljeća te donosi pregled trendova prisutnih u dječjoj književnosti toga vremena. Autor smješta Čudnovate zgode šegrta Hlapića Ivane Brlić-Mažuranić, klasično djelo hrvatske dječje književnosti, u tradiciju ne-fantastične dječje književnosti dječje autonomije, dijelom idiličkoga, a dijelom paraboličnoga značaja. Također to djelo dovodi u vezu s pričama njemačkoga dječjega pisca Otfrieda Preußlera, koje su se pojavile sredinom dvadesetoga stoljeća, u vrijeme kad je Hlapić preveden na njemački jezik. Radi se o vrsti književnosti usmjerenoj na to da u mladim čitateljima stvori osjećaj sretnoga sklada između sebe i svijeta te tako u djecu čitatelje ugradi temeljni osjećaj: povjerenje.
DE
In dem Essay werden der kulturelle Kontext und die Leitideen zur Bildungsreform in Europa zu Beginn des 20. Jahrhunderts vorgestellt, sowie der damalige aktuelle Stand der Kinderliteratur umgerissen. Den kroatischen Kinderliteraturklassiker Čudnovate zgode šegrta Hlapića von Ivana Brlić-Mažuranić verortet der Autor in der Tradition der nicht-fiktionalen Kinderliteratur, wobei das Werk sowohl idyllische wie auch parabolische Merkmale aufweist. In dem Essay wird sodann das Werk in Beziehung zu den Erzählungen des deutschen Kinderautors Otfried Preußler gebracht, die um die Mitte des 20. Jahrhunderts veröffentlicht werden, als Hlapić ins Deutsche schon übersetzt war. In beiden Fällen handelt es sich um eine Art der Kinderliteratur, die darauf ausgerichtet ist, in den Kindern das Gefühl des Einklangs mit der Umwelt hervorzurufen und ihnen damit eine Form von Urvertrauen zu vermitteln.
3
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Literarisches Lernen mit Kinderliteratur als Beitrag zur ästhetischen Bildung im Deutschunterricht der Primarstufe

88%
Jürgens H.-J.
Libri & Liberi
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2014
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vol. Volume 3
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issue No. 1
75-94
DE
Der Aufsatz unterbreitet zwei Unterrichtsvorschläge zum literarischen Lernen und zur ästhetischen Bildung nach Kaspar H. Spinner für die Primarstufe am Beispiel der Kinderbücher Die tollkühnen Abenteuer von JanBenMax und Eddies Lügengeschichten des Autors Zoran Drvenkar. Besonderer Wert wird dabei auf handlungs- und produktionsorientierte Zugänge sowie Lernen mit allen Sinnen gelegt.
HR
U prilogu se na primjeru dječjih knjiga Die tollkühnen Abenteuer von JanBenMax [Vratolomne pustolovine JanBenMaxa] i Eddies Lügengeschichten [Eddijeve lagarije] Zorana Drvenkara predstavljaju Dva metodička modela nastavnih aktivnosti utemeljena u metodici primarnoga književnoga i estetskoga odgoja i obrazovanja Kaspara H. Spinnera. Pritom se posebna pažnja posvećuje načinu poučavanja koje je usmjereno na konkretne učeničke djelatnosti i stvaranje tekstova te na učenje uporabom svih osjetila.
EN
The paper presents two examples of organising teaching based on children’s books Die tollkühnen Abenteuer von JanBenMax [The Foolhardy Adventures of JanBenMax] and Eddies Lügengeschichten [Eddie’s Tall Tales] by Zoran Drvenkar, designed in accordance with the approach to acquiring literary knowledge and aesthetic education as developed by Kaspar H. Spinner for primary children/young learners. Special focus is on teaching methodology, which is directed towards specific concrete activities of pupils and towards text production, as well as towards learning by using all the senses.
4
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O prijevodu i prevođenju Čudnovatih zgoda šegrta Hlapića na slovački

75%
Machata M.
Libri & Liberi
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2013
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vol. Vol 2
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issue No. 2
209-224
HR
U članku je riječ o slovačkome prijevodu djela Ivane Brlić-Mažuranić Čudnovate zgode šegrta Hlapića (1913), Podivné príhody učňa Chlapčeka, koji je objavljen 1940. godine. Prijevod navedenoga djela razmatra se u kontekstu dvaju ‘malih’, srodnih slavenskih jezika i dviju ‘malih’ europskih književnosti. Posebna se pozornost posvećuje funkcionalnosti prijevoda za potrebe današnjega slovačkoga dječjega čitatelja, tj. njegovoj aktualnosti odnosno zastarjelosti, a govori se i o uvjetima i društvenim i političkim okolnostima u kojima je taj najpoznatiji hrvatski dječji roman preveden na slovački jezik. Analiziraju se jezična sredstva prijevoda i izvornika te se na razini leksika i stila nastoji upozoriti na vrline i nedostatke toga prvoga, ali zasad i posljednjega pokušaja da se Šegrt Hlapić učini dostupnim slovačkoj (ne samo dječjoj) čitateljskoj publici.
EN
The article deals with the Slovak translation of the children’s novel Čudnovate zgode šegrta Hlapića [The Strange Adventures of Hlapich the Apprentice] by Ivana Brlić-Mažuranić (1913), titled Podivné príhody učňa Chlapčeka (1940). The translation is considered in the context of two ‘small’ related languages and two ‘small’ European literatures. Special attention is paid to the functionality of the translation for the needs of contemporary Slovak child readers, i.e. its actuality or obsolescence, but the paper also focuses on the social and political circumstances in which this Croatian children’s classic was translated into the Slovak language. It analyzes the linguistic aspects of the translation in reference to the original, and draws attention to the strengths and weaknesses (at the level of lexis and style) of this first, and so far the only attempt at making Hlapich the Apprentice accessible to a Slovak, not only children’s, readership.
DE
Der Beitrag handelt von der slowakischen Übersetzung des Romans Čudnovate zgode šegrta Hlapića [Wunderbare Reise des Schusterjungen Clapitsch] (1913) von Ivana BrlićMažuranić, die 1940 unter dem Titel Podivné príhody učňa Chlapčeka veröffentlicht wurde. Die Übersetzung wird im Kontext von zwei ’kleinen’ verwandten slawischen Sprachen bzw. zwei ’kleinen’ europäischen Literaturen besprochen. Das Augenmerk liegt insbesondere auf der Funktionalität der Übersetzung in bezug auf die heutigen slowakischen Kinderleser, d.h. auf Aktualität bzw. Obsoleszenz der Übersetzung. Darüber hinaus werden nicht nur der gesellschaftliche und politische Kontext vorgestellt, innerhalb dessen die slowakische Übersetzung des bekanntesten kroatischen Kinderromans verortet ist, sondern ebenso die verwendeten sprachlichen Mittel der Vorlage und Übersetzung verglichen. Hiervon ausgehend verweist der Beitrag auf die lexikalisch-stilistischen Stärken und Schwächen des bis dato einmaligen Versuches, den Roman Šegrt Hlapić dem slowakischen Kinder- und Erwachsenenlesepublikum zugänglich zu machen.
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