Translating the verbal, the visual and the spaces in between: Using international picture books to develop multilingual multiliteracies Emma McGilp

Workshop aims Background to thesis Empirical research Findings Questions and discussion

Thesis: ‘Multiliteracies in translation: how children read and translate international picturebooks’ Our culturally and linguistically diverse societies + New text types and ways of communicating brought about by developing technology = New ways of understanding, e.g. visual images and their relationship to the written-word (New London Group, 1996)

Why picturebooks? Familiarity - less intimidating format A multimodal text and an access point to multiliteracies Relationship, or ‘synergy’ between words and images (Sipe 2008)

‘Translating’ the visual? ‘Visual language is not – despite assumptions to the contrary – transparent and universally understood; it is culturally specific’ (Kress and van Leeuwan 2006:4). The way we read pictures is different: ‘In Arabic speaking countries (as well as some others), we read and write from right to left, and we draw and look at pictures in the same way’ (Ellabbad 2006:18).

My research projects: Group of 6 x 6-10 yr olds learning English as an Additional Language Class of 19 x 7-9 yr olds (including 2 x EAL) Class of 20 x 9-10 yrs (including 3 x EAL) Aims: To use the children’s first languages in the classroom To explore the decision learners make translating the verbal and the visual To allow monolingual children to explore languages

How picturebooks work ‘Synergy’ – the relationship between the word and images.

Synergy and translation

Translating synergy ‘If we change one tiny item in the set of conditions, the whole situation is changed’ (Oittinen 2008:5).

Introducing Venuti’s translation strategies: Foreignization – ‘keeping the foreign bits in’ Domestication – making it fit the target culture ‘making it more Scottish’

Translating The Very Hungry Caterpillar

Transl Translating The Very Hungry Caterpillar

What is inside the...? Task – what would be inside a French/Spanish/English fridge?

Challenging cultural stereotypes

Why this location and not this?

Translating the visuals Task - ‘Translate’ this image to a boy playing in a country of your choice, what would be different?

Example

Hallidayan Systemic Functional Linguistics framework Ideational function: –Participants - characters –Processes - actions –Circumstances – context Interpersonal function Textual function

Learners as analysts Task - what have you changed?

Translating the verbal – using Google Translate Discuss – is it okay to use online translation tools?

Learning for themselves Acquisition is a process of acquiring something (usually subconsciously) by exposure to models, a process of trial and error and practice within social groups, without formal teaching... Learning is a process that involves conscious knowledge gained through teaching (Gee1996: 138). The children learned: How to change the keyboard to write in different scripts. The spelling and grammar has to be perfect. To write a complete sentence and then copy the translation. It still might not make sense!

Consulting multiple sources Emma: How do make sure we don’t use stereotypes in our translations? Tristen:Use the internet [to research]. Jack:Ask someone who speaks that language.

Multiliteracies - intercultural literacy? Learning about the process of translation encouraged culturally sensitive and accurate translations.

Multiliteracies – emotional literacy ‘Text to life’ responses

Multiliteracies – digital literacy Arnost (L1 Slovak) used Google Translate to translate letters home from school. Joanna and Justina (both Polish) use Google Translate in the classroom ‘if we don’t understand something in English we translate it into Polish and then we understand it’. Emma: If you were on holiday... how would you translate? Noah (monolingual): ‘You could take a photo and if you have this like app you can translate it to English’.

Multiliteracies - critical literacy Translating the words and images encouraged the children to slow down, look deeper and think critically.

Multiliteracies – visual literacy EAL learners do have visual language skills for their L1 and L2.

Thank you! Questions?