Abstract

This paper starts from the assumption that cultural and intercultural awareness enable the translator of children’s literary texts to deal with culture-bound terms. The (un)translability of such terms will be discussed with respect to the children’s age and the translator’s choices based on the children’s level of expectation. Our intention is to prove that the dynamic and sometimes ambivalent status of children’s literature requires a continuous adjustment of the translation strategies ranging from foreignization to domestication. Last but not least, we shall compare a number of taxonomies of culture-specific terms trying to highlight the common elements and to explain the employment of different translation strategies.