Babysitting the reader: Translating English narrative fiction for girls into Dutch (1946-1995)

This dissertation examines the various forms which translation of narrative fiction for girls from English into Dutch takes in the period 1946-1995. Translations are an important part of the genre as a whole, and they grow numerically and proportionally over the period. The dissertation consists of two parts. Part 1 presents and analyses a bibliographical database of 10,000 titles of translated and original Dutch fiction for girls. The focus of the analysis is on the development of the genre, the source languages, the Flemish-Dutch relationship, the proportion of fiction series and the role of publishers. Whereas the publication of original Dutch fiction for girls is predominantly a Netherlands affair, Flemish publishers produce a disproportionately large number of translations. The dominant source language is English, with translations from German and Scandinavian languages following behind. A surprisingly high number of publishers are involved in the production of translated fiction for girls. There are, however, a few clear market leaders, especially those bringing out low status series fiction which makes up a significant proportion of the imported material. Part 2 focuses on case studies. Translations of three different types of narrative fiction for girls, divided on the basis of status, are considered in successive chapters: formula series fiction, girls' classics and award winning books. The thesis claims that different translation strategies operate at text level and can be seen to support educational goals which are different for text types with perceived differential status. The analysis is focused on foreign elements which might cause problems of understanding for the intended audience. The discussion of translations of low status formula fiction series reveals various attitudes to the source culture setting, while also indicating a more general streamlining of the formulaic narrative. The comparison of the classic Little Women with several translations shows that translations share a strongly adaptive stance toward the source text and the use of highly invasive procedures. A final chapter, on the translations of texts which have been critically acclaimed in the source culture, finds a more source text oriented approach than is the case with classics and series. The thesis concludes that different pedagogical views current in adult perspectives on children's literature affect the various forms translation of children's literature takes, while the low status of the field as a whole and the differential status of individual texts and subgenres all play a role as well. This study thus contributes to the understanding of an underresearched area both within translation studies and within children's literature studies by showing how status, educational-pedagogic and commercial concerns shape the translation of narrative fiction for girls from English into Dutch