Vanessa Leonardi Libri

The aim of this book is to analyse and evaluate the problems that may arise from ideology-driven shifts in the translation process as a result of gender differences. The issue of ideology is linked to that of language and power and this link legitimates a linguistic analysis. Recent research in the field of sociolinguistics and related fields has shown that women and men speak differently. The hypothesis in this book is that if they speak differently, then they are also likely to translate differently and possibly for the same ideological reasons. The book is divided into two parts. Part I offers a theoretical background, draws up an analytic checklist of linguistic tools to be employed in the comparative analyses, and states the main hypothesis of this investigation. In Part II four empirical analyses are carried out in order to test this hypothesis within the methodological framework set out in Part I. This book seeks to show how the contrastive analysis of translations from Italian into English is carried out within the framework of the discipline of translation and comparative studies.

Focusing on ideological manipulation, the book delves into how translation norms and cultural acceptance shape children's literature. It examines the selection process for translations, the stakeholders involved, and the implications for quality. By analyzing intralingual and interlingual translations across various European languages, the author offers fresh perspectives on rewriting in children's literature. This work appeals to scholars in Translation Studies and children's literature, as well as those interested in the intersection of ideology and culture.

Translation can help improve foreign language teaching and learning – this study shows how. In an increasingly globalised world and in an increasingly multilingual Europe, translation plays an important role. Significant signs of a new revival of translation in language teaching have become visible, as shown by recent literature on applied linguistics. This book contributes to this movement, embracing both a theoretical and an empirical purpose by integrating viewpoints from Applied Linguistics, Translation Studies and Second Language Acquisition. In an attempt to show how the use of translation in foreign language classes can help enhance and further improve reading, writing, speaking and listening skills, this work calls for a re-evaluation and a rehabilitation of the translation activities in the foreign language classes.