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Foreword
Myadventurewithchildren’sliteratureinitsoriginalandtranslatedver-
sionsstartedwiththebirthofmydaughterMarta.Readingbedtimestories
inPolish,EnglishandPortuguesebecameapartofourdailyevening
routineandsoonchildren’sbooksintheirgreatvarietyevokedthenatural
anddeeppassioninus.
Ialsogotinterestedindevelopmentalpsychology,firstofalltobetter
understandmydaughterandtohaveagoodrelationshipwithher,later
Iwantedtofindouthowchildrenperceiverealitysurroundingthemand
howbookscancontributetotheirpsychologicalandlinguisticdevelopment.
Ashumourisanessentialelementinliteraturedevotedtoyoungreaders,
itbecameasubjectofmystudiesinrelationtotranslation:Iwantedto
learnhowhumorouselementsshouldbetransferredfromonelanguageto
anothersothatthetranslationwouldhavethesameorsimilarefectonits
recipientastheoriginal.Althoughresearchinthefieldoftranslationstudies
tocertainextentprovidedsomeanswersonthemechanismoftranslation,
fullunderstandingoftranslationprocesseswasonlypossiblebyincluding
cognitiveaspectsofmeaningconstructionandreconstructioninthemind
ofauthorandtranslator.
Thepresentbookcombinestheresultsofmystudiesondevelopmental
psychology,theoriesonhumour,translationtheoriesandcognitivelin-
guisticswiththespecialemphasisonthetheoryofmentalspacesand
conceptualintegration.GillFauconnierandMarkTurner’smodelof
conceptualblendingservesasabasisforcreatingmentalmapsthatcanbe
usedbytranslatorsastoolsintranslatinghumour,especiallywordplays.
Thebookcontainsseveralexamplesoftranslatinghumorouselements
takenfromEnglishchildren’sliterature(LewisCarroll’sAliceinWon-
derland,RoaldDahl’sTheBFGandFrancescaSimon’sHorridHenry)into
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