LINGUISTIC AND CULTURAL ADAPTATION IN CHILDREN’S LITERATURE FOR FOREIGN LANGUAGE LEARNING

Abstract

Children’s literature plays a significant role in foreign language learning, particularly in early stages where learners require accessible and meaningful input. One of the key factors that determines the effectiveness of children’s texts in educational contexts is the degree of linguistic and cultural adaptation. Linguistic adaptation involves the modification of vocabulary, grammar, and discourse structures to match learners’ proficiency levels, while cultural adaptation focuses on making culturally specific elements understandable and relevant to diverse audiences. This article examines how linguistic and cultural adaptation strategies function in children’s literature and how they contribute to foreign language acquisition and intercultural competence. The purpose of the study is to identify the main linguistic and cultural features that enhance readability, comprehension, and engagement among young language learners. The analysis focuses on commonly observed characteristics such as simplified vocabulary, reduced syntactic complexity, explicit cohesion, and culturally adapted references. These features help reduce cognitive load while maintaining narrative meaning and educational value. The article also discusses the pedagogical importance of adapting children’s literature for foreign language classrooms, emphasizing its role in fostering both language skills and cultural awareness. The findings suggest that well-balanced adaptation improves accessibility without compromising literary quality. By outlining key adaptation strategies, the study provides practical insights for educators, authors, and material developers involved in designing effective language learning resources for children.