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TRANSLATION STRATEGIES IN EARLY BILINGUALISM Leonid Chernovaty

International Conference METHODOLOGICAL CHALLENGES FOR THE CONTEMPORARY TRANSLATOR EDUCATION KRAKOW, POLAND 10-11 OCTOBER 2013. TRANSLATION STRATEGIES IN EARLY BILINGUALISM Leonid Chernovaty V.N.Karazin Kharkiv National University, Ukraine. INTRODUCTION.

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TRANSLATION STRATEGIES IN EARLY BILINGUALISM Leonid Chernovaty

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  1. International ConferenceMETHODOLOGICAL CHALLENGES FOR THE CONTEMPORARY TRANSLATOR EDUCATIONKRAKOW, POLAND 10-11 OCTOBER 2013 TRANSLATION STRATEGIES IN EARLY BILINGUALISMLeonid Chernovaty V.N.Karazin Kharkiv National University, Ukraine

  2. INTRODUCTION • The translator trainer’s professional competence has to include, among other components, the knowledge concerning the principal features of the translation/ interpreting process. • The relevant data may be obtained from the research into the development of translation capacity both in early and late bilingualism. • The presentation focuses on the selected data of the author’s original research

  3. TRANSLATION STRATEGIES IN EARLY BILINGUALISM SUBJECT Senia, bilingual male child, 43 months of age, experience in English - communication with his mother and native speakers, both children and adults, in Ukraine, USA and UK; watching cartoons, listening to audiobooks etc; experience in Russian - communication within the family and beyond.

  4. TRANSLATION STRATEGIES IN EARLY BILINGUALISM PROCEDURE The subject, within a game-with-adults format, interpreted children's fairy-tales and stories from English into Russian and vice versa in 11 sessions (maximum one session a day), from 5 to 32 minutes each.

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  17. TRANSLATION STRATEGIES IN EARLY BILINGUALISM • It seems reasonable to assume the existence of a natural capacity for translation that is probably based on certain innate universal principles, as the bilingual child, lacking any training whatsoever, intuitively applied most of the strategies and techniques described in Translation Studies. • In translating from the more frequently used language (LA) into the less used one (LB) there is a tendency for a wider application of literal translation, which is probably related to the unequal language mechanisms development in the two languages. That might force the bilingual child to rely more heavily on the source text structure when translating into LB. • In translating from LB into LA the impact of the source text structure lessens and the bilingual child resorts to the interpretive translation as a prevailing model with a wider use of grammar and lexical transformations. • The conducted sessions of translation have stimulated the bilingual child’s natural translation capacity rapid development. Throughout the experiment the sizes of the source and target texts translated kept steadily increasing having exceeded fivefold in the final session the initial level in the first session.

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