ABSTRACT
On the previous pages, I have dealt with various aspects of the dialogic situation of translating for children. Throughout my book, I have understood the situation as involving not just the texts (in words and pictures) and their different creators and readers, but also the text contexts, including the child images that mirror our cultures and societies. Thus, besides the so-called original, the “text” to be translated involves a whole situation with several different elements. It has been my aim to show how important these factors are in producing texts, both originals and translations, for children, and how many-faceted the “field” of translating for children really is, even if it has not been my intention to try to cover every aspect of the issue.
