The purpose of this study is to identify which educational expectancy norms influence the publication practice in Korea, when books for children and adolescents are translated. To this end, the concept of ‘expectancy norms’ by Chesterman was adopted to specify the ‘educational expectancy norms’ influencing the translation of children and adolescent literature. Also, the educational expectancy norms, widely-shared in Korea, were presented through the analysis of the deliberation and censorship system; the public discourse of specialists; and the selection criteria of book recommending institutes. The analysis result shows that ‘educational expectancy norms’ that external subjects have, who intervene the translation publication process of children and adolescent literature, can be categorized into five: a) importing a national and social identity; b) expanding cognitive area; c) developing affective area; d) securing readability; and e) considering aesthetic impression.
Also, interviews were conducted with related personnel to find out whether these ‘educational expectancy norms’ actually influenced the translation publication process at the sites of publishers. As a result, it was confirmed, to some extent, that the decisions made by most Korean publishers of children and adolescent books were not very different from the social ideologies, awareness, conventional wisdoms of the Korean society; and that the five ‘educational expectancy norms’, which represent the grown-ups' educational views regarding children and adolescent literature, influenced the overall, selecting, planning, translating, and editing processes of literary works.