ABSTRACT
Graded readers are pedagogical materials used by language learners across the world. Their textual content is often based on literary works with a canonical status. The process of graded reader production does not only involve abridging the source text, but also supplementing it with activities, dossiers, glossaries, and other paratexts. Within translation studies, graded readers have not yet been researched in depth, and only recently have they started to be the object of case studies. This chapter adopts a multidisciplinary approach to describe graded readers as instances of intralingual translation in the context of language teaching. It includes a comparative textual study of Oscar Wilde’s The Picture of Dorian Gray and a multilingual paratextual study of a corpus of graded readers based on English, Spanish, and German literary classics, with a focus on self-descriptors. These studies shed light on how the parameter of time influences the process of intralingual translation, as well as the different ways in which translation scholars can conceptualize graded readers.
