Erring on the side of complex; erring on the side of foreign

The fact that something is culturally alien may not really be perceived as a stumbling-block… Children take little notice of an author’s name and do not relate to macrocontextual data. An awareness of authorship develops quite late, and the realization (not present even in many adult readers) that a translated text is in fact a translation comes even later, if at all. However, in reading — as in life — children are always being confronted by elements that they do not yet grasp and cannot understand, and so, in the process of learning to tread, if it is a successful one, young readers can develop strategies that help them to cope with such things: they skip something that is incomprehensible to them or refuse to allow minor disruptions to interrupt the flow of reading. In principle, children read texts from foreign contexts in just the same way as texts from their own cultures. We can assume that the foreign contexts are assimilated in the course of reading.

— from Comparative Children’s Literature by Emer O’Sullivan

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