The translation of Autism Spectrum Disorder within Spanish and English Children's Literature

Table of Contents

Introduction

Literature Review

i. Writing Children’s ASD literature

i. Linguistic and Cultural Barriers

ii. Translation Methods and Approaches

ii. ASD in Translation and Cultural Perceptions

i. ASD Representation in Literature

ii. The Importance of Illustration

Methodology

Analysis

i. Culturally Specific Contexts and Items

ii. Inclusive and Accessible Language

iii. Illustration and Intersemiotic Translation

Discussion

i. Aspects of the Translation Process

ii. Improving the Forward-Back Translation Model

Conclusion

Research Objectives and Themes

This dissertation aims to critically analyze the practice of translating children's literature concerning Autism Spectrum Disorder (ASD). It investigates how current translation strategies address cultural contexts and linguistic inclusivity, ultimately seeking to improve upon existing models to better support neurodivergent comprehension and representation.

• The intersection of autism perception and translation across English and Spanish cultures.
• Evaluation of "People-First Language" versus identity-first approaches in literary translation.
• The critical role of meaningful illustration and intersemiotic translation for ASD readers.
• Critique of the traditional Forward-Back Translation Model in the context of neurodivergent literature.
• Development of an improved, collaborative translation framework incorporating expert and neurodivergent perspectives.

Excerpt from the Book

Summary of Chapters

Introduction: Provides the research foundation by identifying the stark lack of discourse regarding the translation of children's ASD literature and defining the primary research questions.

Literature Review: Critically evaluates existing knowledge on language barriers, cultural perceptions of ASD, and the role of multimodality and illustration in literature for neurodivergent children.

Methodology: Outlines the qualitative approach and the application of House’s Functional-Pragmatic Model to analyze linguistic and cultural micro-level data within selected texts.

Analysis: Performs a comparative study of English and Spanish children's books, focusing on culturally specific items, inclusive language, and the impact (or lack thereof) of intersemiotic translation.

Discussion: Synthesizes findings to propose an improved translation model that incorporates collaborative expert panels to ensure inclusivity and accurate representation of ASD voices.

Conclusion: Summarizes the study's findings regarding the current underrepresentation of ASD literature, reinforcing the necessity for a more empathetic, culturally aware, and multimodal-focused translation approach.

Keywords

Autism Spectrum Disorder, children's literature, translation studies, House's Functional-Pragmatic Model, cultural adaptation, intersemiotic translation, neurodivergence, inclusive language, linguistic barriers, multimodal analysis, representation, accessibility, domestication, culturally specific items, Forward-Back Translation.

Frequently Asked Questions

What is the primary focus of this dissertation?

The dissertation focuses on the linguistic and cultural challenges involved in translating children's literature about Autism Spectrum Disorder (ASD) between English and Spanish.

What are the central themes examined?

Key themes include cultural adaptation of specific items (CSIs), the use of inclusive and accessible language, the importance of illustrations, and the efficacy of traditional translation models for neurodivergent readers.

What is the primary research goal?

The goal is to evaluate current translation practices in this genre and propose an improved, more inclusive model that better caters to the needs of readers with ASD.

Which theoretical framework is utilized for the analysis?

The analysis relies primarily on House’s Functional-Pragmatic Model (2009) to compare source and target texts through register analysis.

What does the main body of the work cover?

It covers a literature review of current standards, a detailed methodology section, and a critical analysis of specific children's books comparing their linguistic and visual elements.

Which characterization styles are common in ASD literature?

The literature frequently portrays a "high-masking" or "hyper-verbal savant" character, which can lead to the isolation of readers who do not see themselves reflected in these narrow depictions.

Why is intersemiotic translation considered important in this study?

It is essential for converting verbal signs into non-verbal/visual signs, which significantly aids comprehension and engagement for children who rely on visual cues alongside text.

What is the proposed improvement for the Forward-Back Translation Model?

The improved model incorporates a collaborative panel including experts and individuals with autism to ensure cultural appropriateness and meaningful representation throughout the translation process.