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Analysis of Liv and Maddie (2013) and Its Translation Into Spanish

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Analysis of Liv and Maddie (2013) and Its Translation Into Spanish Treball de fi de màster de Recerca Linguistic Gender Stereotypes in Teen Situation Comedy: Analysis of Liv and Maddie (2013) and its Translation into Spanish Mariazell-Eugènia Bosch Fàbregas Màster: Estudis de Traducció Edició: 2015-2016 Directors: Dra. Anna Espunya i Prat Any de defensa: 2016 Col⋅lecció: Treballs de fi de màster Programa oficial de postgrau "Comunicació lingüística i mediació multilingüe" Departament de Traducció i Ciències del Llenguatge Abstract This project consisted on a descriptive and analytic study on two transcripts of Liv and Maddie and their translation into Spanish. By considering specific linguistic features, I followed a general approach to test whether the sitcom portrayed linguistic stereotypes and if they matched previous research on language and gender. The motivation has been the lack of studies concerning stereotyping in teen fiction series. I carried out the study by focusing on the semantic and pragmatic function of the elements. The uses and functions of the features were mostly equally divided between men and women. However, the translation sometimes failed to reproduce the source text functions. My study has not proved to be significantly relevant to the previous research. Despite the lack of data, I consider that the project is a first attempt on the study of stereotyping in the sitcom that might reveal powerful insights if the corpus is enlarged. Key words: female characters, gender, identity, linguistic stereotypes, pragmatic function, preteen, sitcom, transcripts; translation 2 1. Table of Contents Page(s) • 1. Table of Contents 2 – 3 • 2. Acknowledgements 4 • 3. Introduction - 3.1. Objectives and Research Questions 5 –7 - 3.2. Methodology 7 – 12 - 3.3. Theoretical Frameworks 12 – 25 • 4. Part 1: Liv and Maddie (2013) - 4.1. Liv and Maddie: Introduction to the series 25 – 26 - 4.2. Characters’ description 26 - 4.3. Situation and Reaction Analysis 26 – 30 • 5. Part 2: Data, Analysis and Results - 5.1. Talking versus Listening Roles - 5.1.1. Previous Research 30 – 32 - 5.1.2. Data Collection: Examples and Discussion 32 – 37 - 5.2. Tag Questions - 5.2.1. Previous Research 37 –38 - 5.2.2. Data Collection: Examples and Discussion 39 – 40 - 5.3. Adjectives - 5.3.1. Previous Research 40 – 41 - 5.3.2. Data Collection: Examples and Discussion 41 – 44 - 5.4. Vulgar and Colloquial Language - 5.4.1. Previous Research 45 - 5.4.2. Data Collection: Examples and Discussion 46 – 50 - 5.5. Diminutives - 5.5.1. Previous Research 50 – 51 - 5.5.2. Data Collection: Examples and Discussion 51 – 54 • 6. Conclusion 55 – 56 • 7. General Conclusions 57 • 8. Primary Sources 58 • 9. Secondary Sources 58 – 64 • 10. Annexes 3 - 10.1. Table 15. Definitions 65 - 10.2. Table 16. Episode Codes 65 – 67 - 10.3. Table 17. Talking versus Listening Roles: Methods of Translation, ST and TT Function and Intensity 68 – 79 - 10.4. Table 18. Question tags: Methods of Translation, ST and TT Function and Intensity 79 – 80 - 10.5. Table 19. Adjectives: Methods of Translation, ST and TT Function and Intensity 81 – 89 - 10.6. Table 20. Colloquial and Vulgar language: Methods of Translation, ST and TT Function and Intensity 90 –104 - 10.7. Table 21. Diminutives: Methods of Translation, ST and TT Function and Intensity 105 –114 - 10.8. Table 22. Transcripts S1.07 and S1.07/108 115 – 125 - 10.9. Table 23. Transcripts S2.11 and S2.11/209 125 –134 4 2. Acknowledgements First of all, I would like to thank the tutor of my project, Professor Anna Espunya Prat, for her valuable help in recommending many of the readings for my project and in solving all the doubts that I had during the process of elaborating this study. Above all, I am grateful at all her suggestions and advice that she always provided me. I reckon that this project would not have been possible without her help. I also want to thank Professor Jacqueline Hurtley because it was in her seminars at the University of Barcelona that I became interested in the study of gender. I am also thankful at Professor Temple Northup (Jack J. Valenti School of Communication, University of Houston) and Professor Carol M. Liebler (Professor at Newhouse School, Syracuse University) for kindly having sent me a copy of their study on Disney beauty ideals. Finally, I want to thank my parents for endlessly having encouraged me during all my studies, and Serkan, who has been a constant source of positivity for me to pursuit my goals. To you all, again, thank you very much. 5 3. Introduction 3.1. Objectives and Research Questions The current master’s thesis aims at testing whether or not linguistic gender stereotyping is present in the transcripts of fiction for preteen girls by studying and analysing specific linguistic aspects of thesituation comedy series Liv and Maddie (2013) and its translation into Spanish (Liv y Maddie). Both the topic and the corpus of this project are the result of having fused previous ideas and interests, which gradually shaped the final path of this study. Even before deciding the corpus that I would analyse, I had chosen gender, Disney and a young audience as main addressees, as the general topics of my interest. The very first idea was to work on linguistic gender stereotypes in pre-adolescent and teenage English and Spanish magazines targeted to girls. However, I could not manage to get a printed copy of either of the two languages, no matter which teen magazine I checked. I tried to work with the online magazine versions instead but the two language sites were completely different both in terms of content and layout. Having discarded the magazines as the corpus of my analysis and after exploring other alternatives with my tutor, I finally decided to work on Liv and Maddie, a Disney Channel teen situation comedy targeted to a young audience (specially to girls), and continue my main interest of analysing the linguistic gender stereotypes by means of the series’ scripts. One of the interesting and motivating aspects that I found when searching for previous research on the topic of linguistic gender stereotypes in series aimed at a young (preteen and early teen) and particularly female audience is that there was not so much work done, as Temple Northup and Carol Liebler note in their study on “beauty ideals messages of live-action television shows” (2010, 265).1 As I have previously mentioned, the series that I will analyse is mainly targeted to young viewers. As Flavell and Miller argue, “age is often used as a marker of […] differences in cognitive abilities” (1993 in Strasburger and Wilson 2002, 12-13). Even though I will not study the audience’ reception of Liv and Maddie in this project, the series is targeted to a specific age: preteen or ‘older elementary school children’ (12-13), that is, between 8 to 12 and early teen, which is comprised between 13 and 14. The series’ official websites use short sentences and avoidance of complicated language. They also offer games, gossip on the actors and many tests to entertain the audience. Besides, the series is aired in the evening (20:00) in the evening in Disney Channel’s open broadcast in Spain. I consider that content, messages and images displayed in Liv and Maddie might differ from films, shows and series targeted to 1 Aside from this article, I have not found scholarly material on stereotypes in preteen and teen sitcoms. 6 children, which is not the age scope I am interested in. Since Liv and Maddie is mainly targeted to a young female audience that are probably in the age of “developing and awareness of self and comparing [it] to the ideals presented in the media” (Northup and Liebler 2010, 265), I believe a study on this series might reveal powerful insights on stereotyping and how it is displayed. As for previous research, I found some studies on gender in Disney classics, such as Dawn Elisabeth England, Lara Descartes and Melissa A. Collier-Meek’s “Gender Role Portrayal and the Disney Princesses” (2011) or Keisha L. Hoerrner’s “Gender Roles in Disney Films: Analysing Behaviours from Snow White to Simba” (1996). I checked the Journal of Children and the Media but just Northup and Liebler’s article (2010) was partially relevant to my study. I also looked up the Journal of Serial Narration on Television (Universität des Saarlandes) in which I found one article on the role of women in Desperate Housewives (Anna Lenz, 2013). Except for another article that I will mention later on, Lenz’s article focused on products for an adult audience. I also came across a non-academic blog, in which the author discussed gender stereotypes in Two and a Half Men and in The Big Bang Theory (Frendo 2013), shows which are definitely targeted to an older audience. Among many other sources that are listed in both the Primary and Secondary Sources section of my project (see 8 and 9), the main readings for this study have been Jennifer Coates’ Women, Men and Language (1993), Janet Holmes and Miriam Meyerhoff’s The Handbook of Language and Gender (2003), Frederic Chaume’s Doblatge i subtitulació per a la TV (2003), Richard F. Young’s Language and interaction: An advanced resource book (2008), Paulo Quaglio’s Television Dialogue. The sitcom Friends vs. natural conversation (2009), Maria Victoria Escandell’s Introducción a la Pragmática (2013) and Maike Reutler’s “How gender stereotypes are achieved linguistically in AMC’s Mad Men” (2013). I will single out Reutler’s work both in the methodology section (3.2) and in the theoretical frameworks section (3.3.) since it has proved to be relevant for my study.
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