COMMUNICATIVE STRATEGIES OF LINGUISTIC SIMPLIFICATION IN ENGLISH–UZBEK TRANSLATION OF CHILDREN'S LITERATURE

Children's literature occupies a unique position in translation studies. Unlike texts written for adult readers, works addressed to children are shaped by the cognitive, linguistic, and emotional developmental stage of their intended audience. A translator working between English and Uzbek is therefore not merely converting lexical units from one code to another; they are re-constructing a communicative event so that a child whose linguistic competence, world knowledge, and cultural frame of reference differ substantially from those of the source-text reader can still experience the story as coherent, engaging, and emotionally resonant. This task becomes considerably more complex when the two languages involved belong to different typological families - English, an Indo-European, largely analytic language, and Uzbek, a Turkic, agglutinative language - and when the target culture (Central Asian, historically shaped by Persian, Arabic, Russian, and local Turkic traditions) diverges sharply from the source culture in terms of everyday realia, humor, idiom, and narrative convention.