Curriculum Vitaes
Profile Information
- Affiliation
- Professor, Faculty of Humanities, Department of English Literature, Sophia University
- Degree
- Psychology B.Sc.Hons.(Birmingham University)心理学学士(ﾊﾞｰﾐﾝｶﾞﾑ大学)Applied English Linguistics Ph.D.(Birmingham University)応用英語学博士(ﾊﾞｰﾐﾝｶﾞﾑ大学)
- Researcher number
- 20317499
- J-GLOBAL ID
- 200901037836674889
- researchmap Member ID
- 1000212249
Have studied in a variety of fields including psycholinguistics, memory, text and discourse analysis. Presently concentrating on modern children's literature with an emphasis on stylistics, translation, picturebooks. Current specific interests are poetry in children's literature and translation of children's literature into minority languages.
My current research focusses on two main areas. First, I am studying poetry in children's literature, focussing on the various types of poetry in children's literature and on the interactions of different media in the poetic forms. Second, I have a long term project looking at translation of children's literature into minority languages. I am studying this through the lens of translation studies theory, child rights, and language learning.
(Subject of research)
Poetry in Children's Literature
Translation of Children's Literature into Minority Languages
English Children's Literature
Modern English Literature and Urban Fantasy
Audience and implied reader in Children's Literature
Stylistics and Narrative in Children's Literature
Translation of Children's Literature
The development of dragons in English Literature
Picturebook theory and translation
Hawaiian Children's Books
Children's Literature and Language Learning
(Proposed theme of joint or funded research)
Translation of Children's Literature into Minority Languages
Research Interests
14Research Areas
6Papers
50-
Children's Literature in Education, Feb 12, 2022 Lead author
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New Review of Children's Literature and Librarianship, 26(1-2) 25-37, Jul 27, 2021 Peer-reviewedLead author
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The Translator, 27(2) 238-240, Apr 3, 2021 Peer-reviewedInvitedLead author
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Dictionaries: Journal of the Dictionary Society of North America, 40(1) 181-185, 2019 Invited
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English Language and Literature, 54 1-20, 2018A discussion of different understandings of intelligence, with special attention the the idea that intelligence is i) not fixed, and ii) dependent upon outside factors such as availability of resources and effective tools.
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Applied Linguistics Review, 10(2) 179-200, Oct 25, 2017 Peer-reviewedReview of psychological and language acquisition research into seeing faces while listening, seeing gesture while listening, illustrated text, reading while listening, and same language subtitled video, confirms that bi-modal input has a consistently positive effect on language learning over a variety of input types. This effect is normally discussed using a simple additive model where bi-modal input increases the total amount of data and adds redundancy to duplicated input thus increasing comprehension and then learning. Parallel studies in neuroscience suggest that bi-modal integration is a general effect using common brain areas and following common neural paths. Neuroscience also shows that bi-modal effects are more complex than simple addition, showing early integration of inputs, a learning/developmental effect, and a superadditive effect for integrated bi-modal input. The different bodies of research produce a revised model of bi-modal input as a learned, active system. The implications for language learning are that bi- or multi-modal input can powerfully enhance language learning and that the learning benefits of such input will increase alongside the development of neurological integration of the inputs.
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Advances in Language and Literary Studies, 8(3) 126-132, Jun, 2017 Peer-reviewedA study of the rhetorical techniques in Shakespeare's Julius Caesar. The appear argues the Shakespeare intentionally introduced weaknesses into Brutus' forum speech in order to make Mark Antony's better by comparison.
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English Language and Literature, 53 29-63, 2017In this paper I make an analysis of Japanese and German translations of Terry Pratchett’s 'The Amazing Maurice and His Educated Rodents' in relation to, i) textual modifcation, ii) intertextual connection, iii) humour, iv) narrative and character voice. The paper uses Hollindale’s (1988) model of ideology as a framework to examine changes in translation as reflections of the personal, cultural and linguistic pressures which influence translator choices.
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TRANSLATION STUDIES, 9(3) 241-255, Sep, 2016 Peer-reviewedLiterary translators and translation, when noticed at all, have a poor public image inconsistent with the evidence of skill and effort shown in translators' essays, postscripts and interviews, and with the respect shown to literary translation practice in translation studies in general. This article suggests that much of this negativity results from the entailments, or logical implications, of the dominant conceptual metaphors of translation: movement and replacement. Conceptual metaphors powerfully shape perceptions and expectations, but unlike consciously applied metaphors their effects go largely unnoticed. By comparing the current dominant metaphors of translation to an alternative of translation as performance we can see that many of the common concepts of translation are entailments of metaphor rather than intrinsic features of translation. The performance metaphor is used as a contrast because it has very different entailments, thus highlighting the effects of the current metaphors and also providing a possible alternative for translators and students of translation.
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CHILDRENS LITERATURE IN EDUCATION, 47(2) 93-109, Jun, 2016 Peer-reviewedRoald Dahl is famous for his lexical creativity, for his skill in naming his characters, his ability to create names for a variety of imagined creatures and sweets, and for his most mentioned achievement in creating the language used by the BFG. This paper presents an overview of the development and patterning of Dahl's word creation as found in a manual search for the neologisms in all his children's books. That data is then used as a tool to examine the question of how child readers can cope with the often large numbers of created, and therefore unknown, words in a story. It is argued that the humour of the created words may act as a cue to readers, identifying these words as not needing deeper understanding.
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CLELE Journal, 3(2) 1-23, Nov, 2015 Peer-reviewedA review of vocabulary learning through extended reading taking data for first language learning and applying it to foreign and second language learning. Particularly analysing the features of children's literature which facilitate implicit learning of vocabulary.
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English Literature and Language, 51(51) 39-46, Feb, 2015
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CHILDRENS LITERATURE IN EDUCATION, 45(1) 17-32, Mar, 2014 Peer-reviewedThe impetus for the incredible variety found in the modern literary dragon is commonly seen to stem from the creative genius of either E. Nesbit or Kenneth Grahame. However, examination of dragon stories in the late nineteenth century shows that several different authors, on both sides of the Atlantic, were producing similar stories at about the same time, suggesting that the change was part of a general literary and cultural development rather than simply inspired storytelling. This study examines dragon stories of the late nineteenth century and argues that the rediscovery of the Scandinavian dragon, the discovery of the Chinese and Japanese dragons, and possibly the nineteenth-century publication of folktales parodying traditional dragon stories, gave authors new ways of looking at dragons. Traditional St George type dragon stories had already shifted into children's literature, making books for children the natural environment for the development of the dragon, and it is argued that the combined pressures of the new ideas about dragons, the parody, and the enormous cultural changes of the late Victorian period, were sufficient to stimulate the great change in the literary dragon, which has continued and diversified ever since.
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Children's Literature in Education, 45(1) 17-32, Mar, 2014 Peer-reviewedThe impetus for the incredible variety found in the modern literary dragon is commonly seen to stem from the creative genius of either E. Nesbit or Kenneth Grahame. However, examination of dragon stories in the late nineteenth century shows that several different authors, on both sides of the Atlantic, were producing similar stories at about the same time, suggesting that the change was part of a general literary and cultural development rather than simply inspired storytelling. This study examines dragon stories of the late nineteenth century and argues that the rediscovery of the Scandinavian dragon, the discovery of the Chinese and Japanese dragons, and possibly the nineteenth-century publication of folktales parodying traditional dragon stories, gave authors new ways of looking at dragons. Traditional St George type dragon stories had already shifted into children's literature, making books for children the natural environment for the development of the dragon, and it is argued that the combined pressures of the new ideas about dragons, the parody, and the enormous cultural changes of the late Victorian period, were sufficient to stimulate the great change in the literary dragon, which has continued and diversified ever since. © 2013 Springer Science+Business Media New York.
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English Literature and Language, 50(50) 47-64, Feb, 2014
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New Review of Children’s Literature and Librarianship, 19(2) 153-173, Sep 5, 2013 Peer-reviewedStudying history in fiction, especially in children's fiction.
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1(1) 1-19, Mar 10, 2013A discussion of how parodic texts for children often have parodic objects which those readers are unlikely to know, and a discussion of how such parodic texts can work.
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English Literature and Language, 49(49) 19-30, Feb 1, 2013A paper discussing common terms for describing audience in children's literature, and argument for adopting more variety of terms.
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Hūlili: Multidiciplinary Research on Hawaiian Well-Being, 9 283-304, 2013 Peer-reviewedLooking at the position of Hawaiian language children's literature in Hawaiian culture.
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INTERNATIONAL RESEARCH IN CHILDRENS LITERATURE, 5(1) 36-50, Jul, 2012 Peer-reviewedLead authorIn three of Sir Arthur Conan-Doyle's Sherlock Holmes stories there are brief appearances of the Baker Street Irregulars, a group of 'street Arabs' who help Holmes with his investigations. These children have been re-imagined in modern children's literature in at least twenty-seven texts in a variety of media and with writers from both Britain and the United States. All these modern stories show a marked upward shift in the class of the Irregulars away from the lower working class of Conan-Doyle's originals. The shift occurs through attributing middle-class origins to the leaders of the Irregulars, through raising the class of the Irregulars in general, and through giving the children life environments more comfortable, safe, and financially secure than would have been possible for late-Victorian street children. Because of the variety in texts and writers, it is argued that this shift is not a result of the conscious political or ideological positions of individual writers, but rather reeds common unconscious narrative choices. The class-shift is examined in relation to the various pressures of conventions in children's literature, concepts of audience, and common concepts of class in society.
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English Literature and Language, 48(48) 79-88, Feb 1, 2012Named martial arts in literature are usually used as generic labels rather than as indicators of specific martial arts. Kate Thompson uses Aikido as a named, specific martial art in her book 'The Fourth Horseman'. This paper examines the narrative uses of this unusual writing choice.
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META, 56(3) 596-609, Sep, 2011 Peer-reviewedThe written text of picturebooks is often deceptively simple. However, as Riita Oittinen (2003) shows in her analysis of Swedish, German and Finnish translations of Maurice Sendak's Where the Wild Things Are (1963), picturebook text can be more complex, or more carefully written than it at first appears. Oittinen examines sentence length and punctuation in relation to rhythm for reading aloud. This study follows and extends her analysis for the Japanese translation. The Japanese translation is dramatically different from the original text - much more so than the translations studied by Oittinen. The conclusion highlights that the Japanese translation is nonetheless a very popular and long selling text within its target culture.
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English Literature and Language, (47) 1-35, Feb, 2011A paper examining how the Beowulf story has been adapted for children.
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INTERNATIONAL RESEARCH IN CHILDRENS LITERATURE, 3(1) 44-60, Jul, 2010 Peer-reviewedThis paper examines the interaction of the visual and verbal texts for picture books and illustrated chapter books published in Japan. Japanese picture books are produced in both left-to-right and right-to-left gross textual directions. Visual-verbal interactions are examined for both directions, and the same kinds of interaction are found as for picture books produced in mono-directional languages such as English. Chapter books, however, are conventionally published in a right-to-left format. This means that unless some kind of action is taken by publishers, there is likely to be a conflict of direction between the visual and verbal texts. The publishing choices made for chapter books are discussed in terms of Even-Zohar's literary polysystem theory, and the reading effects of these choices are discussed in terms of Venuti's concepts of domestication and foreignization in translation.
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English Literature and Language, (45) 57-78, Feb, 2009A discussion of the nature of translation for children.
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English literature and language, (43) 77-96, Feb 24, 2007
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English literature and language, (38) 107-123, Mar, 2002
Books and Other Publications
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NHK, Jun, 2010 (ISBN: 9784140395226)A collected book of essays about Japan and Britain, with Japanese translations.
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Japan Broadcast Publishing Co., Ltd., Feb 10, 2007 (ISBN: 9784140350720)
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ベレ出版, Jan, 2005 (ISBN: 4860640772)
Presentations
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Challenging Reading: English-Language Education with Children and Teenagers., 2016, University of Münster, Germany. InvitedA discussion of the learning likelihood's for children learning language through extended reading.
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IBBY Conference, 2016, IBBYLooking at the role of minority translations for a translation theory perspective.
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Pedagogy, Language, Arts & Culture in Education Seminars, 2014, Cambridge University, Faculty of Education. InvitedA discussion of the stylistic choices used by authors of children's literature to encourage greater learning of new vocabulary.
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20th Biennial Congress for the International Research Society for Children Literature, Jul 7, 2011, International Research Society for Children Literature (IRSCL)A paper looking at the social class of children supposed to be 'Street Arabs' or street children, in modern Neo-Victorian stories based on the Sherlock Holmes stories.
Professional Memberships
2Research Projects
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科学研究費助成事業, 日本学術振興会, Apr, 2020 - Mar, 2023