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

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

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.

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.

TRANSLATION STRATEGIES IN EARLY BILINGUALISM PROBLEMS IN CODE SWITCHING F: «Но вот лето закончилось» (Now summer was over) М: «How do you say it in English?» М: «Тhat’s in Russian, sweetie pie. How do you say it in English?» М: «Can you say it in English?» S (translates): «лето закончилось» (Summer was over) S (translates): «зима закончилась» (Winter was over) S (translates): «лето закончилось» (Summer was over) S (translates): Summer no more

TRANSLATION STRATEGIES IN EARLY BILINGUALISM CODE MIXTURE F: «Пошел искать палки и за два дня тук-тук построил себе дом» (He went to look for some sticks and in two days he knock-knock and built his house) F: «А поросенок побежал прятаться в деревянный домик своего брата» (And the piglet ran to hide at his brother’s wooden house) S (translates): «In two... днейз (days)… days he тук-тук (knock-knock)… knock-knock и (and) already made his house». S (translates): «And he did run to his... я думаю... брат» (…I think… brother )

TRANSLATION STRATEGIES IN EARLY BILINGUALISM AVOIDANCE F: «нагнулся, хотел поднять шляпу…» (He bent down and wanted to pick up the hat) М: How do you say: «наклонился» (bent down)? F: «к шляпе подошел…» (He came up to the hat) S (translates): wanted to... наклонился (bent down) S (explains): «наклонился» я не буду говорить (I won’t say «наклонился») S (explains): I’m not gonna say «подошел» (came up)

TRANSLATION STRATEGIES IN EARLY BILINGUALISM NARROWING DOWN THE WORD MEANING М: «She sat down the picnic basket. She put it away for a second…» S: «Огурчики она убрала…» (She took the cucumbers away) GENERALIZATION М: «After that the Little Red Riding Hood and her grandmother had lunch». М: «Jake ate a bowl of cereal». S: «У них была еда» (They had some meal) S: «Он чуть-чуть скушал еды» (He had some food) USE OF SEMANTICALLY DISTANT WORDS F: «Там он увидел (печную) трубу» (He saw a chimney there) M: «Do not worry mommy, I’ll be careful». S: «Did see there a big tunnel». S: «Ничего, мама. Я буду аккуратным» (Do not worry mommy, I’ll be orderly)

TRANSLATION STRATEGIES IN EARLY BILINGUALISM DESCRIPTIVE TRANSLATION М: «in the kitchen» М: «sticky, stinky juice…» S: «в комнате, где еду готовят» (in the room where food is prepared) S: «липкие… и не пахнули очень хорошо» (sticky … and did not smell very good)

TRANSLATION STRATEGIES IN EARLY BILINGUALISM TRANSCODING WITH EXPLANATION F: «Второй поросенок был менее ленивый» (The second piglet was not so lazy) S: «The other one did be... Not good like the other one. Не ленивый такой (Not so lenivyi (lazy) as the other one). «Lenivyi» means that he didn’t want build a house».

TRANSLATION STRATEGIES IN EARLY BILINGUALISM INVENTING NON-EXISTING WORDS F: «И увидел соломен- ный домик самого ленивого поросенка» (And he saw the straw house of the laziest piglet) S: «Did see his hay house. The lie piglet». USING WRONG WORDS М: «Those are just little problems». S: «Просто маленькие наказания» (Just little punishments)

TRANSLATION STRATEGIES IN EARLY BILINGUALISM COMPRESSION F: «Наступила осень и три поросенка поняли, что прошли веселые времена и нужно поработать» (Autumn came and the three little piglets realized that the merry times were over and they had to work) S: «Three little piglets did know that they already need to work». CALQUING F: «Сначала построю дом, а потом пойду играть» (First I’ll build the house and then I’ll go and play) S: «First I’m gonna build the house and then I’m gonna go and paly».

TRANSLATION STRATEGIES IN EARLY BILINGUALISM PERMUTATION (WITH ADDITION OR REMOVAL OF WORDS) F: «Но домик из палочек не понравился третьему поросенку» (But the house made of sticks was disliked by the third piglet) S: «But the other one didn’t like his house». SENTENCE SPLITTING М: «Then he put on a special cap for sleeping and got into the grandmother’s bed». S: «Потом он одел такую шапочку, чтоб для спания. Он зашел в бабушкину кровать» (Then he put on a special cap to sleep in. He came into the grandmother’s bed)

TRANSLATION STRATEGIES IN EARLY BILINGUALISM CIRCUMSTANTIAL CALQUING F: «Он как закричит!» (Suddenly he burst into shouting) F: «Шляпа как подпрыгнет!» (All of a sudden the hat jumped up) S: «He did like yell!». S: «The hat how did jump!». TRANSFORMATIONS М: «The wolf felt very happy and satisfied in his belly». S: «Волк был очень… ему понравилось. Не хотел больше кушать» (The wolf was very… he liked it. He was not hungry any more)

TRANSLATION STRATEGIES IN EARLY BILINGUALISM CONTEXTUAL SUBSTITUTIONS F: «Волк удивился, потому что дом оказался более крепким» (The wolf was surprised that the house turned out to be stronger) S: «He think: Why I can’t blow this house away?» ANTONYMIC TRANSLATION F: «Домик стоял» (The house stood)S: «The house didn’t fall down». ADJUSTING THE TARGET TEXT TO THE ADDRESSEE’S POSSIBLE LACK OF KNOWLEDGE М: «What are you doing out here, little girl?», – the wolf asked in a very friendly voice». S: «Что ты делаешь, маленькая девочка?», – сказал волк хорошим голосом (What are you doing, little girl?», – the wolf asked in a good voice) (explains: «а вообще-то он был плохой, потом он бабушку скушал»)».(Actually he was not that good, he ate up grandma later on)

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.