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Folktales Retold: the Translation of English Versions of African Folktales Into Sepedi

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Folktales Retold: the Translation of English Versions of African Folktales Into Sepedi FOLKTALES RETOLD: THE TRANSLATION OF ENGLISH VERSIONS OF AFRICAN FOLKTALES INTO SEPEDI MOSEBODI MARTHA MALATJI Research Report Submitted to: THE DEPARTMENT OF TRANSLATION AND INTERPRETING STUDIES UNIVERSITY OF THE WITWATERSRAND In Partial Fulfilment of the Requirements for the Degree of Master of Arts in the field of Translation August 2014 I Abstract This study focuses on the translation of children’s literature. Its aim is to examine the translation strategies adopted in translating culture-specific concepts found in three African folktales written in English taken from Gcina Mhlophe’s African Tales: A Barefoot Collection , into Sepedi. The focus is on culture-specific elements such as proper names, geographical names, references to food, names of fauna and flora, songs, forms of address and humour. Translating such texts will enable Sepedi speaking children to learn more about the cultural practices of other African countries. A further aim is that by translating folktales from African Tales: A Barefoot Collection into Sepedi, Sepedi speaking children will have access to more reading material written in their language which is easy to comprehend and can expand their Sepedi vocabulary. Currently there is little reading material available for Sepedi learners, therefore translating the chosen folktales into Sepedi will help in filling this gap. II Declaration I, Mosebodi Martha Malatji, declare that this dissertation entitled, FOLKTALES RETOLD: THE TRANSLATION OF ENGLISH VERSIONS OF AFRICAN FOLKTALES INTO SEPEDI, is my own unaided work and that all the sources that I have used or quoted have been indicated and acknowledged by means of complete references. .. MM Malatji Date III TABLE OF CONTENTS PAGE CHAPTER 1: INTRODUCTION 1 1.1. Statement of the problem 1 1.2. Aim of the Study 2 1.3. Rationale 3 1.4. Research Methodology 5 1.5. Structure of the study 6 CHAPTER 2: LANGUAGE BACKGROUND 7 2.1. Introduction 7 2.2. Geographical background of Sepedi 7 2.3. Language policies in South Africa 9 2.4. RNCS and Language of Learning and Teaching 10 CHAPTER 3: CHILDREN’S LITERATURE AND ITS TRANSLATION 12 3.1 Introduction 12 3.2 Children’s Literature 12 3.3 Folktales as Children’s Literature 13 3.4 Translating Children’s Literature 14 IV CHAPTER 4: THEORETICAL FRAMEWORK AND METHODOLOGY 18 4.1. Theoretical Framework 18 4.2. Methods and Strategies for Translation 19 4.2.1. Adaptation 19 4.2.2. Cultural-context adaptation 19 4.2.3. Modernisation 21 4.2.4. Purification 22 4.2.5. Abridgement 22 4.3. Translating names in Children’s Literature 24 CHAPTER 5: SOURCE-TEXT ANALYSIS 26 5.1. Introduction 26 5.2. Extratextual factors 26 5.3. Intratextual factors 30 5.4. Story lines of the chosen folktales 31 CHAPTER 6: PRACTICAL TRANSLATIONS 33 6.1. Source and Target Texts 33 CHAPTER 7: COMMENTS ON TRANSLATIONS 71 7.1. Introduction 71 7.2. Discussion of translation problems 71 7.2.1. Translation of proper names 71 7.2.1.1. Personal names 71 V 7.2.2. Geographical names 73 7.2.3. Names of fauna and flora 74 7.2.4. References to food 79 7.2.5. Songs 82 7.2.6. Forms of address 84 7.2.8. Vocabulary 88 7.2.7. Humour 91 7.3. Conclusion 94 CHAPTER 8: CONCLUSION 96 REFERENCES 99 VI Abbreviations L Line LANGTAG Language Plan Task Group LiEP Language in Education Policy LOLT Language of Learning and Teaching NCS National Curriculum Statements NLPF National Language Policy Framework PanSALB Pan South African Language Board RNCS Revised National Curriculum Statements Sadtu South African Democratic Teachers Union ST Source Text TT Target Text UNESCO United Nations Educational, Scientific, and Cultural Orginasation 1 CHAPTER 1: INTRODUCTION In this chapter a brief presentation of the whole content of the research is described. The chapter starts with the statement of the problem, the aim of the research, the rationale and methodology. The structure of the study and other related aspects of the study are also presented. 1.1. Statement of the problem This study deals with the issue of children’s literature and its translation. Reading good books whether at home or at school forms part of children’s lives. Translation is an important element of children’s literature because, a great deal of knowledge has been passed on to us through various translated texts. Children in all countries should have good books in translation from many parts of the world for a number of reasons: An “interchange of children’s books between countries through translation enhances communication between the people of those countries, and, if the books chosen for travelling from language to language are worthy books, the resulting communication is deeper, richer, more sympathetic and more enduring” (American Library Association). Children’s literature has a rich history of translation. Many of our childhood heroes became famous through translation. Language is an integral part of the process of translating children’s literature, in which the focus is not only on changing the form of the source language into a target language, but also on maintaining the message and the meaning of the source text. Culture is also another area that needs to be considered in relation to the translation of children’s literature – culture conditions people’s behaviour and is reflected in the language they speak and write. As there are no two languages and cultures that are the same, not all features of the original text are acceptable to the reader in the receiving culture. Translating for children is therefore not only a matter of changing lexical items, but also cultural ones. At the same time it is important for children to be exposed to different cultures from a young age and to have their world knowledge broadened by stories and characters from all over the world. If translation takes place between two different cultures such as English and Sepedi, not all features of the original text will be acceptable to readers in the receiving culture. Translating culture-specific concepts while translating for children is inevitable especially if the source and target cultures have little in common. Cultural references, foreign names and customs and other cultural, social and ideological aspects have to be taken into 2 consideration since the Sepedi and the English cultures are distinct from each other. In particular, cultural aspects such as proper names, geographical names, names of fauna and flora, food, forms of address and figurative speech cause problems because their equivalents are not readily available. The Sepedi translator should then come up with a solution to overcome those cultural problems in translation. Which translation strategies can be used for translating aspects of culture in children’s literature from English into Sepedi? 1.2. Aim of the study The above problem statement gives rise to the following aim of this study: The main aim of the study is primarily to try and answer the question: what kind of culture- specific problems does the translator encounter when translating African folktales told in English into Sepedi? A second question is: which translation strategies should be employed in translating those African folktales in order to make them accessible to Pedi children? The folktales that studied here are taken from a collection by Gcina Mhlophe and Rachel Griffin (2009), African Tales, A Barefoot Collection , which brings together tales from different countries in Africa such as Malawi’s Makhosi and the Magic Horns , Lesotho’s Masilo and Masilonyana and Sudan’s The Story of the Wise Mother . These stories were published originally in English and have been translated into Sepedi as part of this research in order to answer the questions set out above. Translated folktales can break down the barriers of geography, language and race as well as assist in developing a greater tolerance and understanding of other people’s beliefs. By translating the folktales into Sepedi, not only English speaking readers but also Sepedi speaking children could be familiar with folktales from other African countries. Translating such folktales means that the new audience will not only learn about source text cultural practices, but it will also nurture a culture of reading among young children by providing them with interesting and attractive material in their own language. Children will have access to more reading material which is easy to comprehend which will also expand their command of language structure and vocabulary in their home language, Sepedi. 3 1.3. Rationale Several language bodies were established after the 1994 democratic elections, and one of their responsibilities was to promote and create conditions for the development and use of all official languages (Constitution of South Africa 1996). The establishment of these bodies and the development of other language policies have proved rather fruitless as English is still dominant and is used in most schools as the language of teaching and learning. The 2011 census has shown a further decline in the use of six of the eleven official languages which are Zulu, Sepedi, Sotho, Tswana, Xhosa and Swati (Census 2011). Promoting the use of all African languages (Sepedi as one of them) which were previously underdeveloped, could not only help in increasing the availability of reading material in schools, but also in assisting these languages to enjoy their official status and restore their dignity. The study looks not only at culture-specific concepts but also aims to expand children’s vocabulary as readers learn various Sepedi language structures and features such as idioms and proverbs. Being an educator and having worked with children aged between nine and fifteen years of age for a number of years, I chose to do research into the field of children’s literature with an emphasis on folktales and their translations.
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