THE JOLLY POSTMAN PDF
E-Learning Week for students of Bukit Merah Secondary. Analyzing texts based on the Jolly Postman. The Jolly Postman by Janet and Allan Ahlberg (Puffin). Sub-titled 'Other People's Letters', this is a stupendous and original picture book. As the Postman delivers. Janet and Allan Ahlberg. THE JOLLY POSTMAN or Other People's Letters. Little, Brown and Company. Boston Toronto London.
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“The Jolly Postman Rides. Again” is a program that will instill a love for the giving and receiving of letters in children. The program is introduced with the story. This resource is available in Standard, Editable and PDF. Suggest a new version Jolly Post Office Role Play Pack to Support Teaching on The Jolly Postman. and details. Files included (5). postcard-templatepdf; letter-templatepdf; sppn.info; sppn.info; sppn.info .
Two main strategies for translating a text that is highly intertextual suggest themselves, based on what is characteristic of intertextuality. A possible translation strategy here would be one where all the references are just translated literally, that is, going for the closest equivalent phrase in the target language. Another translation strategy with regard to references that translators predict will remain dormant in the target audience would be to delete them as they would not be understood anyway—robbing the target text reader of the references altogether.
This would imply deleting River Dee, Lon- don Bridge, and so on. On the other hand, a different approach based on another aspect of texts seems equally possible. The multiplicity and variety of inter- pretation implied in highly intertextual texts that leads to a more open text can be recreated by translators who may try to focus on creating an equally but differently open text. Translators may be aware of gaps in their own reading, may observe that certain intertex- tual or cultural references do not work in the target culture, and therefore recognize that particular references would remain dormant for most of the intended audience in the target culture.
Intertextuality may be understood as a process of text creation where a text is infused with echoes from a variety of sources. References ring through and permeate the text, while at the same time opening up a dialogue with other texts; being in the form of an echo they imply both amplification and distortion of the sources.
This view also applies to the translation of a text, which is an echo of the source text—in this particular case, into a different language. The translated text gives a new lease on life to the source text amplification but also transforms its meaning potential distortion.
All three books are conceived as narratives about a postman delivering letters; the actual letters are interleaved between the pages of the books in open envelopes for exploration by the reader.
A 6-line partly rhym- ing stanza is found on the left page of the first spread, then an enve- lope containing a letter makes up the right side of the first spread, followed by a 4-line partly rhyming stanza on the right page of the second double spread. This pattern is repeated throughout. The second book in the series, The Jolly Christmas Postman , , is built around the idea of gift giving for Christmas. The last book in the series, The Jolly Pocket Postman , starts off with a letter to the reader; the envelope also contains a lens to be used in reading the book.
It is important to assess the role intertextuality plays in a text when considering how to translate it. The examples cited above make it obvious that intertextuality is an essential feature of the books and that, if their meaning potential is to be recreated in some form, an attempt to render their intertextuality in the target text should be undertaken. However, a balance must be found as the target text also needs to function in the target culture environment.
The Jolly Postman Teaching Resources
The particular character of the intertexts used in the Jolly Postman books is clearly British. Although fairy tales have an international background, the fairy tales in the books are very much located in the British cultural sphere; this is even more true of the nursery rhymes alluded to.
The Dutch translator needs to strike a balance between rendering the Britishness and local colour of the source texts and positioning the target texts in the target literary culture. In order to do so, he com- bines straightforward translation with substitution and compensation strategies.
However, the intertextual and metafictional aspects of these texts are not the only elements to consider in translating them. The relationship between the illustrations and the verbal text is cru- cial, and the verbal text is reinforced by visual interpretation, but at the same time the illustrations on their own sustain further intertex- tual links not mentioned in the text. Dutch is the official language of the Netherlands and Flanders, the northern part of Belgium.
As Dutch is a rela- tively small language, of some twenty million speakers, large numbers of books are translated and imported into the culture. However, when translating into Dutch a translator may have to opt for one cultural background rather than the other Dutch versus Flemish , but could also mix and provide references from both cultural spheres. The trans- lations of the Jolly Postman books are brought out by a publisher based in the Netherlands, whose books are also distributed in Flan- ders, and the translator, Ernst van Altena, is Dutch as well.
The factor is relevant: The substitution and compensation strategies used clearly locate the text as a Dutch intertextual text and not Flemish. All three Jolly Postman books are translated by Ernst van Altena, a much respected writer and translator of adult poetry, and all three books acknowledge the translator on the title page or on the back cover and in the bibliographic information.
Van Altena has clear views on translation and considers the translator to be the key person who opens foreign cultures and literary texts, which would otherwise remain closed for the target public.
The translation strategies Ernst Van Altena uses for the Jolly Postman books include literal translation, substitution, compensation or addi- tion , and very occasionally deletion. This translation strategy links the three books together just as is the case with the three source texts. A prominent feature of all three books is the device of envelopes with handwritten addresses, postmarks, and stamps.
The graphic design of the envelopes remains almost identical—addresses are handwritten, different typefaces are used to characterize the different kind of let- ters, the hand drawn stamps are the same. The time on the postmarks is changed to continental use of time, for example 4. Postmarks also carry verbal information and this information is translated literally, substituted by a target cul- ture reference, and even compensation in the form of additional pun- ning can be found.
This nursery rhyme also has a Flemish version, which is not alluded to. The translation has here created additional links obviously not present in the source text. The translator has also used substitution where this was not strictly necessary. The purpose of this local reference may be to create more Dutch feeling in the text.
The addresses are also translated in different ways. As noted above, the books are also internally intertextual and letters from different books are often written to the same address; it is obviously desirable that this internal logic, an extra intertextual feature, should be repro- duced.
In most cases the translator has retained the internal logic, but in two cases he has not. The translator has prioritised the creation of different inter- textual references over internal consistency between the different books of the series. The second example concerns PP2, letter 3 and PP3, letter 6, both addressed to the same hospital, where the transla- tor adds a street name and city to the address of the hospital in PP3, letter 6. This added address is actually that of the Dutch publisher.
The reference cannot be identified from the colophon, which only lists a PO Box address for the publisher; the real address is thus both a metatextual link to the real world and very much an insider joke.
The main body of text also uses the strategies of straightforward trans- lation, substitution and addition. The story of Jack and the Beanstalk, on the other hand, is not widely known in the Netherlands and Belgium, so the translator introduces the story of Seven League Boots, which is familiar and has a giant and a small boy as main characters PP1, letter 3 , matching the source text charac- ters.
Another feature of the text is the different styles and vocabulary used in the letters. The rhyme pattern constitutes an additional constraint upon the trans- lator. In the first book it is quite strict and follows the pattern abbcbd on the left side of the first spread and efgf on the right side of the second spread with the same pattern but different rhyme words used for each following set of two spreads , which the Dutch translator recreates almost exactly.
Activity Pack The Jolly Postman
Arjune Shiwdat. Kellie Norman.
Valentina Salvatore at English teacher. Thirawan Collacott. Show More.
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THE JOLLY POSTMAN - OR OTHER PEOPLE'S LETTERS
Embeds 0 No embeds. No notes for slide. Jolly Postman 1. People always write for a reason. The most interesting part of English is not doing comprehension or composition. It is whether you can guess what the other person is trying to say through their writing.
Life goes the same way. You have to read between the lines.
Do you know your fairytales? How many fairy tales were in this story? The jolly postman or other people's letters. Little, Brown and Company. You just clipped your first slide! Clipping is a handy way to collect important slides you want to go back to later. Now customize the name of a clipboard to store your clips.The translator has also used substitution where this was not strictly necessary. Divide class into two groups, hares and hounds.
Process Drama Conventions. These differences in reading experience mean that allusions may remain dor- mant or that different connections will be made.
Ask the children to walk and move like the giant in the play.
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