What language shall they sing in?
I'm writing a middle-grade novel in English. I have time-traveling kids from 1995 America who go to Ancient Egypt to join the Exodus. None of the kids speak anything but English (aside from a few words). The people they visit mostly speak Canaanite, an ancient form of Hebrew. (There are other languages there but let's put that aside.)
My big it's a fantasy book for kids for crying out loud handwave is that there is a magical invisible Universal Translator (think Doctor Who, but without any tech). To the kids, everyone's speaking English (though they know this isn't the case). To the locals, the kids speak and understand them just fine (though they might not know all the vocabulary). In reality, everyone's speaking the local language(s), languages the kids retain when they go home.
The locals are folks that love to sing and dance and I plan to put snippets of songs into the book. For some or most of them, I'll just use English. But a few of the songs will come from Jewish liturgy or straight out of the Torah. Or both, like in the case of Mi Chamocha (aka The Song of the Sea), a song of praise that the Hebrews sang after successfully crossing the Red Sea. The lyrics are right in the book of Exodus and it's a song we sing every week in synagogue.
I'd like those songs to be in Hebrew. I may also put in a few non-English words or phrases here and there. There are also some English words the locals will learn as they're non-translatable ("dude!").
I'll write it so that the readers don't have to run for a dictionary. Plenty of translations, etc. But this is a song that every synagogue-attending Jew (and every kid in Hebrew school) will recognize. Some of the words (just the main stanza) need to be from the original. (Note: while all my kids are at least part Jewish, none of them have attended synagogue and they don't know the songs.)
I will use transliteration only and it will be in Biblical Hebrew, which is not the same as modern Hebrew (though they're more or less mutually intelligible) and also not the same as Canaanite (I have no idea how close that one is).
How do I work this? Not just the weaving in of a foreign language but the idea that the rest of the book is written in English, even though they're not speaking English when they're in Egypt and thereabouts.
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These are songs, and we learn songs differently from spoken language. Have you ever found yourself singing along to a favorite song in a language you don't even speak, but you've listened to the recording enough to have memorized it? You were almost certainly helped by meter and perhaps rhyme, by the way.
All of this can be true for your kids. No, they don't know the songs from attending synagogue, but they might well have heard them anyway (especially Mi Chamocha). Maybe Grandma likes to sing or Dad has records (remember those?) he used to play a lot or they were around friends practicing for bar mitzvah. They can have been exposed without actually knowing the songs -- and that can be enough to "click" when they hear the ancient Hebrews singing them.
Consider a slight tweak to your universal translator: you hear your primary language until you start to gain some familiarity with the other, and then at that point you hear the other language while still knowing what it says in your head. Your universal translator can thus be something of a teaching tool, which could play a role in the kids retaining the other languages when they get home.
Your writing challenge, then, is to show that these songs are in fact different from other Canaanite songs they might hear in their adventures. Have your characters react to what they're hearing -- mention Grandma or Dad's records or Ben's bar mitzvah or that scene in Prince of Egypt at the theatre or whatever. Show the characters making a connection to the text in its original language, and you can justify them singing that song in that language even if 95% of what they hear is English.
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To the kids, everyone's speaking English (though they know this isn't the case).
I'm going to propose a slightly different solution. What if instead of perceiving everything as English, they can hear the actual words and syllables and recognize that they are hearing a different language, but they can still intuitively understand what is being said. This can result in a really fantastic scene where the kids discover that not only can they understand a strange language, but they can speak it as well!
"Hello, and welcome to our town!" said the local man. How strange, thought the children. Those words were not in English, yet they could still understand him. "Hey, you're not speaking English, how can I under- WAIT! I can speak this language too!"
Using this method you might want to start by mixing untranslated Canaanite with English before establishing that from this point forward, everything spoken is Canaanite, even if it is written as English on the page.
This solves your problem with regard to the Hebrew song, because when it is sung they can still hear and perceive that is being sung in Hebrew and not Canaanite, yet they can understand the words as well.
This post was sourced from https://writers.stackexchange.com/a/42672. It is licensed under CC BY-SA 3.0.
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Here's an idea: for long periods of time, we spoke Hebrew alongside other languages: Aramaic, etc., and Hebrew was in fact spoken only be the educated elite. In particular, in the Haggadah, the passage "Ha lachma ania" (הא לחמא עניא) is in Aramaic so everyone would understand (because Aramaic was the lingua franca, whereas only the educated spoke Hebrew), and in, I think, the Book of Jeremiah, during the siege of Jerusalem, there's a scene with a foreign ambassador, and the King's representative asking him to speak Hebrew, so the commoners wouldn't understand.
Could a similar setup work for your story? Would it work if the children did not, in fact, have a good grasp of Hebrew, while "magically understanding" the common languages of the place and time they are transported to? It could even be symbolic of their detachment from their roots.
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