Критичний аналіз у практиці художнього перекладу

Literature-based language learning (LBL) offers students exposure to authentic, culturally relevant texts enhancing linguistic proficiency, cultural awareness, and critical thinking. As a literary translation is critically reviewed or commented on, a large corpus of interpretation lines is shaped due to an ongoing interpretation practice. Thus, the translator’s subjective decisions of the literary text interpretation from the source into the target language launch the critical readings engaging learners in a multimodal analysis of its advantages and limitations. The article explores the potential benefits and challenges of integrating literary texts into language teaching practices, addressing varying levels of managing linguistic complexity.