Translated children's literature into Arabic: A case study of translational norms

Within the framework of the polysystem theory, this dissertation studies the norms governing the translation of children's literature into Arabic (three sets of norms are discussed: linguistic, cultural and literary) and seeks to show that even though translated children's literature into Arabic has played a significant part in the emergence and development of Arabic children's literature, children's literature translated into Arabic has not been fully integrated into Arabic children's literature; consequently, it has remained a matter of peripheral interest for educators, teachers and parents.;Moreover, as it examines the reasons for the delay in the appearance of children's literature in Arabic literature, this dissertation argues that the absence or existence of a children's literature in a given educational system largely depends on the nature of the system itself. An educational system whose foundations lay deep in religion, e.g. the Islamic educational system, does not have to resort to books to instill Islamic values in its children. It can teach these values through other means: gudwa (role model), exhortation and gisa (religious narrative). Hence the absence of children's books in the Islamic educational system. A secular educational system modeled on the European system will rely heavily on children's books. Hence the need for translated children's books and the emergence of Arabic children's literature.