LEADER 03243nam 2200577 a 450 001 9910792296703321 005 20200520144314.0 010 $a3-86596-876-7 035 $a(CKB)2560000000104717 035 $a(EBL)3033607 035 $a(OCoLC)859652201 035 $a(SSID)ssj0001055392 035 $a(PQKBManifestationID)11598277 035 $a(PQKBTitleCode)TC0001055392 035 $a(PQKBWorkID)11011982 035 $a(PQKB)11595472 035 $a(MiAaPQ)EBC3033607 035 $a(Au-PeEL)EBL3033607 035 $a(CaPaEBR)ebr10720307 035 $a5f283a53-724c-4193-ae3c-7b8ab0dd2d03 035 $a(PPN)233277269 035 $a(EXLCZ)992560000000104717 100 $a20130215d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 00$aTranslating fictional dialogue for children and young people$b[electronic resource] /$fMartin B. Fischer, Maria Wirf Naro (eds.) 210 $aBerlin $cFrank & Timme$d2012 210 31$aBerlin$cFrank & Timme$d2012 215 $a1 online resource (420 p.) 225 1 $aTransU?D : Arbeiten zur Theorie und Praxis des U?bersetzens und Dolmetschens,$x1438-2636 ;$vBd. 48 300 $aDescription based upon print version of record. 311 $a3-86596-467-2 320 $aIncludes bibliographical references. 327 $a""Table of contents""; ""References""; ""Conclusions"" 330 $aLong description: Literary and multimodal texts for children and young people play an important role in their acquisition of language and literacy, and they are a flourishing part of publishing and translating activities today. This book brings together twentyone papers on the particular aspect of the translation of feigned orality. As the link between the literary and the multimodal text, fictional dialogue is the appropriate place for evoking orality, lending authenticity and credibility to the narrated plot and giving a voice to fictitious characters. This is illustrated with examples from narrative and dramatic texts as well as films, cartoons and television series, in their respective modes of mediation: translating, interpreting, dubbing and subtitling. The findings are of interest from the scholarly point of view of contrastive linguistics, for the professional practice of translating, interpreting, dubbing and subtitling and in the educational context. 330 $aBiographical note: Martin B. Fischer. PhD thesis on translation of children?s literature. He is a translator from Catalan, Spanish and Dutch into German and teaches translation and German at Universitat Pompeu Fabra, Barcelona. Maria Wirf Naro. PhD thesis on lexical composition in German. She teaches German language and text analysis at Universitat Pompeu Fabra, Barcelona. 410 0$aTransU?D ;$vBd. 48. 606 $aTranslating and interpreting 615 0$aTranslating and interpreting. 701 $aFischer$b Martin B$018073 701 $aWirf Naro$b Maria$01569859 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910792296703321 996 $aTranslating fictional dialogue for children and young people$93843023 997 $aUNINA LEADER 03287nam 22006013u 450 001 9910820912503321 005 20230828235638.0 010 $a1-4411-1849-7 035 $a(CKB)3710000000109390 035 $a(EBL)1749728 035 $a(SSID)ssj0000522335 035 $a(PQKBManifestationID)12165895 035 $a(PQKBTitleCode)TC0000522335 035 $a(PQKBWorkID)10527444 035 $a(PQKB)11410124 035 $a(MiAaPQ)EBC1749728 035 $a(EXLCZ)993710000000109390 100 $a20141020d2006|||| u|| | 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEnglish in the World$b[electronic resource] $eGlobal Rules, Global Roles 210 $aLondon $cBloomsbury Publishing$d2006 215 $a1 online resource (225 p.) 300 $aDescription based upon print version of record. 311 $a0-8264-8905-2 327 $aContents; About the Contributors; Introduction; Part I: Conceptualizing EIL; An Interview with Tom McArthur; Global Intelligibility and Local Diversity: Possibility or Paradox?; English as a Lingua Franca in the Expanding Circle: What it Isn''t; Defining the ''Successful Bilingual Speaker'' of English; Which Model of English: Native-speaker, Nativized or Lingua Franca?; World Englishes or English as a Lingua Franca? A View from the Perspective of Non-Anglo Englishes; Standard English in the World; Part II: Pedagogical Implications of EIL; EIL Curriculum Development 327 $aA Multi-dimensional Approach to Teaching English for the WorldTeaching EIL - Teaching International or Intercultural English? What Teachers Should Know; Standard Englishes, Pedagogical Paradigms and their Conditions of (Im)possibility; English in the World does not mean English Everywhere: The Case for Multilingualism in the ELT/ESL Profession; An Interview with Suresh Canagarajah; Name Index; A; B; C; D; E; F; G; H; I; J; K; L; M; N; O; P; Q; R; S; T; V; W; Y; Subject Index; A; B; C; D; E; F; G; H; I; J; L; M; N; P; R; T; U; W 330 $aEnglish today is a truly global language which plays an important role in international communication, trade, diplomacy, sport, science, technology and culture. One of the consequences of the global predominance of English is that non-native speakers of E 606 $aEnglish language -- Foreign countries 606 $aEnglish language -- Standardization 606 $aEnglish language -- Study and teaching -- Foreign speakers 606 $aEnglish language$xForeign speakers$xStudy and teaching$zForeign countries 606 $aEnglish language$xStandardization 606 $aEnglish language 615 4$aEnglish language -- Foreign countries. 615 4$aEnglish language -- Standardization. 615 4$aEnglish language -- Study and teaching -- Foreign speakers. 615 0$aEnglish language$xForeign speakers$xStudy and teaching 615 0$aEnglish language$xStandardization 615 0$aEnglish language 676 $a420 700 $aRubdy$b Rani$01600912 701 $aSaraceni$b Mario$01600913 801 0$bAU-PeEL 801 1$bAU-PeEL 801 2$bAU-PeEL 906 $aBOOK 912 $a9910820912503321 996 $aEnglish in the World$93924256 997 $aUNINA