In a world built for neurotypical people, children with autism spectrum disorder (ASD) are often overlooked when it comes to literature, both within and outside of the English language. Initial research on the accessibility of diagnostic screening tools for autism in translation, revealed a concerning lack of attention to essential culturally specific contexts. This research initiated questioning regarding the accessibility of other fields of translation, which highlighted a gap in research relating to children’s literature about ASD in translation.
The aim of this dissertation is to analyse children’s literature in translation about ASD and explore the ways in which it reframes cultural context to make it relevant for the target reader. This project will critically analyse approaches of translating literature accurately for the target audience, as well as highlight the increased need for non-verbal description often required when writing for people with ASD. This project adopts an analytic approach, performing a close text analysis on several literary sources including Spanish and English children’s literature, and secondary sources. Comparative analyses of the source texts (ST) and target texts (TT) are undertaken using House’s Functional-Pragmatic Model (2009), focusing on three primary research questions which have been answered by the end of the dissertation project.
The objective of this study is to evaluate the success of cultural and linguistic aspects of preexisting translations, whilst examining the function of literature about autism for children. These findings indicate that a more detailed and genre-specific translation model is needed for texts about ASD, with a focus on the multimodal aspects of the text that support neurodivergent comprehension. This project concludes by suggesting an improved version of the traditional Forward-Back Translation Model that works to incorporate diverse cultural contexts and be inclusive, accessible, and accurate in terms of information about ASD.
Table of Contents
Introduction
Literature Review
i. Writing Children’s ASD literature
i. Linguistic and Cultural Barriers
ii. Translation Methods and Approaches
ii. ASD in Translation and Cultural Perceptions
i. ASD Representation in Literature
ii. The Importance of Illustration
Methodology
Analysis
i. Culturally Specific Contexts and Items
ii. Inclusive and Accessible Language
iii. Illustration and Intersemiotic Translation
Discussion
i. Aspects of the Translation Process
ii. Improving the Forward-Back Translation Model
Conclusion
Research Objectives and Themes
This dissertation aims to critically analyze the practice of translating children's literature concerning Autism Spectrum Disorder (ASD). It investigates how current translation strategies address cultural contexts and linguistic inclusivity, ultimately seeking to improve upon existing models to better support neurodivergent comprehension and representation.
- The intersection of autism perception and translation across English and Spanish cultures.
- Evaluation of "People-First Language" versus identity-first approaches in literary translation.
- The critical role of meaningful illustration and intersemiotic translation for ASD readers.
- Critique of the traditional Forward-Back Translation Model in the context of neurodivergent literature.
- Development of an improved, collaborative translation framework incorporating expert and neurodivergent perspectives.
Excerpt from the Book
i. Culturally Specific Contexts and Items
When translating a text about ASD for a different culture, it is key to adapt CSIs and contexts to aid understanding and allow the reader to relate to the literature. This is even more prevalent within children’s literature, as it can reflect the society we live in, as well as representing reality (Braga, 2022).
a. ‘My sister has autism’
This book presents various illustrative issues regarding CSIs, as objects such as staircases, driveways, and gardens are seen. These objects are common in UK culture; however, Spain has one of the highest percentages of apartment dwellers in the world at 65% (Sánchez Calderón et al, 2021), thus making these aspects unrelatable. Contrastingly, the grandma living at home creates a sense of relatability, as a government study estimated that ‘70% of Spanish women over the age of 65 care for their grandchildren’ (Keeley, 2008), often living with their children and grandchildren for a substantial portion of their life. For readers to see representation, it is crucial that the cultural elements are present in all aspects, including the illustrations.
Summary of Chapters
Introduction: Provides the research foundation by identifying the stark lack of discourse regarding the translation of children's ASD literature and defining the primary research questions.
Literature Review: Critically evaluates existing knowledge on language barriers, cultural perceptions of ASD, and the role of multimodality and illustration in literature for neurodivergent children.
Methodology: Outlines the qualitative approach and the application of House’s Functional-Pragmatic Model to analyze linguistic and cultural micro-level data within selected texts.
Analysis: Performs a comparative study of English and Spanish children's books, focusing on culturally specific items, inclusive language, and the impact (or lack thereof) of intersemiotic translation.
Discussion: Synthesizes findings to propose an improved translation model that incorporates collaborative expert panels to ensure inclusivity and accurate representation of ASD voices.
Conclusion: Summarizes the study's findings regarding the current underrepresentation of ASD literature, reinforcing the necessity for a more empathetic, culturally aware, and multimodal-focused translation approach.
Keywords
Autism Spectrum Disorder, children's literature, translation studies, House's Functional-Pragmatic Model, cultural adaptation, intersemiotic translation, neurodivergence, inclusive language, linguistic barriers, multimodal analysis, representation, accessibility, domestication, culturally specific items, Forward-Back Translation.
Frequently Asked Questions
What is the primary focus of this dissertation?
The dissertation focuses on the linguistic and cultural challenges involved in translating children's literature about Autism Spectrum Disorder (ASD) between English and Spanish.
What are the central themes examined?
Key themes include cultural adaptation of specific items (CSIs), the use of inclusive and accessible language, the importance of illustrations, and the efficacy of traditional translation models for neurodivergent readers.
What is the primary research goal?
The goal is to evaluate current translation practices in this genre and propose an improved, more inclusive model that better caters to the needs of readers with ASD.
Which theoretical framework is utilized for the analysis?
The analysis relies primarily on House’s Functional-Pragmatic Model (2009) to compare source and target texts through register analysis.
What does the main body of the work cover?
It covers a literature review of current standards, a detailed methodology section, and a critical analysis of specific children's books comparing their linguistic and visual elements.
Which characterization styles are common in ASD literature?
The literature frequently portrays a "high-masking" or "hyper-verbal savant" character, which can lead to the isolation of readers who do not see themselves reflected in these narrow depictions.
Why is intersemiotic translation considered important in this study?
It is essential for converting verbal signs into non-verbal/visual signs, which significantly aids comprehension and engagement for children who rely on visual cues alongside text.
What is the proposed improvement for the Forward-Back Translation Model?
The improved model incorporates a collaborative panel including experts and individuals with autism to ensure cultural appropriateness and meaningful representation throughout the translation process.
- Citar trabajo
- Maddie Mae Price (Autor), 2024, The translation of Autism Spectrum Disorder within Spanish and English Children's Literature, Múnich, GRIN Verlag, https://www.grin.com/document/1576060
