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< < < <V<{e <Ä{{fæ<t]ÿ†ł{{{}c<fl Äè‡çjÖ]æ†ßÖ]æíÂ^fŞ×ÖíéÞæ‚×¤]…] 05،ﺸﺎﺭﻉ ﻤﺤﻤﺩ ﻤﺴﻌﻭﺩﻱ ﺍﻝﻘﺒﺔ ﺍﻝﻘﺩﻴﻤﺔ-ﺍﻝﺠﺯﺍﺌﺭ ﺍﻝﻬﻭﺍﺘﻑ: 021.68.86.48-021.68.86.49 05.42.72.40.22- ﺍﻝﺒﺭﻴﺩ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ :[email protected] L 2 4– אÓو אموאلوאאאאK ودWĦאJ ؛زعאאġلġאÓ אאאW Ğ %70 Jאق؛ J %30אK وġلאī،ÓאنØ، אÓلאġħÒل،وز %50אĞאK J אل א،אאÓאĞאאلĜ Wġאא،وÍġ؛אولندאدK J אلאĘאī ، ْ Ó אد א E 03 F א אK 3 א W نא אא W J ؛ J مאא،ĢאÓ؛ J وאFאوאE؛ J אÙא ؛ LĦ J 02אא م אWĞ GאאوL ħ ص؛ GوאאL א×א ،ونאĠא×אً ذK Ù 4؛نא ħ 31 سKKK2022 WאلوאWאL 021 2307 09 W K 021 2388 99 א×אØو[email protected] mW 5 ـ א ħאאن א: א אאאÓאא ع אĦوز ،אĞאK وصWK 575 عدوشאدאĞאא FFF אÓאKEKEKE 2022 ﺍﳉﻤﻬﻮﺭﻳ ـــﺔ ﺍﳉﺰﺍﺋﺮﻳ ـــﺔ ﺍﻟﺪﳝﻘﺮﺍﻃﻴ ـــﺔ ﺍﻟﺸ ﻌﺒﻴ ـــﺔ אĞ אÓאאÓÓ אאא אאאא 2022 í flée†ÃÖ] íÇ×Ö‹×] ìˆñ^qàÂ áøÂc אÓאא F אÓא EEE 2022א ħú אĦ دאא، وĦאאوאوאא،ذאאدودא אدħúא אא، وאمو ،אאل א،مK Ø 1 وط אWØ J نمאא؛ J ن אאא א ؛ J ننא ً وً ،وġلא א؛ J ننאאم وزsimplified arabic ĚFE 500 F E 14؛ J نאلود؛ J نא ،و، ĢאÓ؛ J نجא אÓא د؛ J אאĞאÙ؛ J دאلħ؛אزمÍ؛ Ģ J אÓא،نمودوĦ K J ضאلא ĜĞ؛ ذو אصو א אKĞ 2 אW Ğد אKKK000 Ğ 2.000دج،ز عĨא 500.000دجġل אÓ אאW J1 L 2 אÓ مאنK L 2 2–אġÓאאK J3 L 2 אÓאħאK Í ġ א11121222Ó אد 002202 אאא 2020 صWصصJJJ 001101 WW 118818 < < < < < < Ví¶¹]<Ù^Ëù]<gjÒ<»<ífléñæ†Ï¹] < < ^qƒç´_<ÙçÊ†ÇÖ]<í’Î < < < < < READABILITY IN TRANSLATED CHILDREN’S BOOKS : AL-GHARFOOL AS A CASE STUDY < < Sahar Mohammed Assadah F ♣ <Prof. Aldja Medjadji < < < < 2020 K07 K18 <VÙç{{{{{{fÏÖ]<è…î <<<<<<<<<<<<< <<< <<<<<<<<<<< 2020 K07 K13 <VÝøj‰÷]<è…î WWWW א אلא אאאא Ù K א س?ودאل?אدאØ،طאووאא אKسאאلא وאللدא אאאوא ،א،وאوאع،وאא K وא،א אنĞ The Gruffalo (1999) Wن وĜא ?אل?K אلĜħوאĠאא وאØאאوאאوאوאع،אא وאØúאאאÚوא،ودوج ومĢذאאĠאĞאú Kאאħאú אא אو ،وħنאאØאوאسدא، وאلאووא . WWW دאل; אא; אل;אא;א;אKú * אĞא2،א، אĞא، א×אSahar. MOHAMMEDYAHYAASSADAH @univ -W F alger2.dzאאE ♣♣♣ אĞא2،א،אĞא،א×אØو[email protected] m W 1 אو אلאWØאلĪذ Abstract : Readability is one of the most significant issues when translating for small children. Yet the concept of ‘readability of children text’ has been difficult to define when translating rhyming stories. This article studies the linguistic effect on readability through various means, such as repetition, rhyme and rhythm, and cultural differences. Based on examples taken from an English rhyming story “ The Gruffalo ” by Julia Donaldson, and its by Nadia Fauda and Andy Smart, the article aims at analyzing the , ال Arabic translation word choice and strategies translators employ in translating repetition, including issues of equivalence and adaptation in the sense of translating proper names, food and meal times, and most importantly rhymes and rhythm, and their role in producing a highly coherent text. The main purpose of this study is to show how much translating rhyming books manipulates the process of readability, as well as the role of translators in defining the quality of any translated work. Keywords: Rhyming stories; children’s literature; readability; repetition; The Gruffalo; Arabic translation; adaptation. 1. INTRODUCTION: Children’s literature has witnessed development in the field of picture book in recent decades. A child’s book is seen as an educational tool that enhances the intellectual and emotional development of the child, and exposes children to the world and other cultures. Picture books assist in challenging verbal disabilities and speech deficits along with improving children’s language skills of reading, writing and listening. These skills are essential in the communication and learning process. In the case of rhyming books, children’s nature towards rhyming words is very intimate because of rhythm and rhyme which are considered important features of the original text. According to Abu-Maal (1988: 92-100), Children are rhythmic by instinct; their first feeling experiences begin with their mother’s ‘songs’, and then turns to sounds that make a special rhythm. For this reason, Children become fascinated by the stories rhyme and rhythm even if they do not really understand the meaning. Translating rhyming stories is not an easy task. The process of choosing those rhyming ending words- if does not make sense, or be as entertaining as it should be- will neither gain the interest of children nor adult readers. And since the illustrated books are meant to be read aloud to children, rhyme and rhythm are two significant success key factors for any writer. Translators are aware of this reality; accordingly, they tend to search for the equivalent rhyming vocabularies, forgetting that conveying the right message is a priority. Therefore, the translated work can tells us whether the translator is good or weak in transforming poetic and cultural elements which play a major role in the readability of a text. Measuring ‘readability' is not an easy task. The problem lies in finding an accurate definition for ‘readability of a text’, since it deals with getting the complete idea of a text. in this article we try to study the linguistic preferences when translating children’s rhyming books and their hypothesized influence on the implied reader. For this purpose, a rhyming 2 Í ġ א11121222Ó אد 020202 אאא 2020 صWصWصJJJ 010101 W 181818 story named, the Gruffalo (1999) written by the English author Julia Donaldson, and its have been chosen for the purpose of discovering the impact of , ال Arabic translation repetition and rhyme on the readability process. Study methodology: Our guiding method of analysis used is comparative analysis between the source text “ The Gruffalo ” in English, and its Arabic translation titled The examination process includes reading the original and the translated texts .” אل “ separately, analyzing word–choice in both books, comparing the vocabulary preferences in the source text with its translation by focusing on any apparent changes or manipulations of the text, and fetching the voice of the translator in order to understand the relationship between the translator’s creative choices and the quality of translation and how much translation for small children can affect the text readability. We undertook an analysis at two levels: the linguistic and the rhetorical level. The linguistic level included the titles, names of characters and/or some of their specific features, food, and the translation of cultural differences. On the rhetorical level, however, we mainly compared the repetition use, rhyme and rhythm. Rhyming stories and issue of readability: Readers are of different types, some read seriously and some read lightly. Some look for truth and some others seek entertainment. Cedric Cullingford (1998: 28) believes there are types of readers who prefer fulfilling their expectations of a text he describes as: ‘perfect instruments of intellectual appreciation.’ Whose their common feature is their habit of reading sorts of texts that gather different levels of response. According to Cullingford, the essential formula is of readers interacting with a text. Each of these: People —> doing —> Art (Readers) (Reading) (Story) Many picture books require a special way of reading. Geoff Fox (593: 1998 ) states that picture books readability are different from poems which are essentially shorter and more complex. In rhyming stories, the reader needs to ‘move around within the text, checking picture against words, connecting patterns of one element of the book with patterns elsewhere; much as the reader of a poem discovers how images or rhymes, for example, work together throughout a poem. Reading is the most important issue when translating for small children and therefore, poses an urgent question: for whom do we translate? Oittinen, (32-34: 2000) believes that the concept “readability of the text” is even misleading, as it often refers to texts being easy or difficult, regardless of the individuality of the reader”. She suggests that if the purpose of translation process is to render all the messages in the original text, in this case the translator forgets the real purpose and function of the whole translation process. If we stress the importance of readability of the target text, we are giving priority to the child reader. 3 אو אلאWØאلĪذ Readability has been a difficult concept to define. The idea of “readability” often involves the implicit idea of understanding the full meaning of the text. Some believe it as “a quality of a book,” others argue that readability relies on three basic elements: word choice, the emotional effect of the words and their familiarity. Nodelman (2008: 85) asserts that adults have their own assumptions toward what children would rather like to read. This might explain much about the implied readers of children’s literature. Many pedagogical studies of children's literature apply as one of the criteria for "readability" the ratio between narration and direct speech because the abundance of dialogue makes texts more reader- friendly. Reading is a process that combines imagination, associating and criticism. The extent to which one prevails over the others depends on the reader. Cullingford (1998:29) argues that readers vary in their responses. Some depend on their self-consciousness of the act of reading and become very critical. However, we never know exactly what impact a particular story might make because the Reponses are related to the reader’s experiences and people experiences are totally different from each other. In this sense it is difficult to measure readability. However, Oittinen (34: 2000) suggests ways that can help, such as understanding the level of a child’s response and their back ground experience ‘, which is one reason we tend to explain more for children than for grown-ups.’ In this “readability of a text” is determined not only by the “text” as such, but by the reader’s entire situation.

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