Papers by Sakwe G E O R G E Mbotake
Journal of educational research, 2024
Les outils d’alignement automatique en traduction assistée par ordinateur (TAO) continuent de pré... more Les outils d’alignement automatique en traduction assistée par ordinateur (TAO) continuent de présenter des limites. Cet article a pour principal but d’évaluer la technique de l’alignement automatique de Wordfast Aligner. Cette étude vise à identifier les lacunes dans les segments du TC au moyen d’une description comparée avec les segments du TS, à évaluer le pourcentage du rendu en nous servant de l’évaluation automatique de Wordfast Aligner, à identifier et évaluer l’algorithme utilisé dans Wordfast Aligner dans la segmentation, et à étudier la qualité de l’alignement produit par Wordfast Aligner et voir si cela est valable dans un cadre général. Quatre hypothèses sont émises dans cette recherche. La première stipule que les lacunes existant dans les segments du TC dans un bi-texte produit automatiquement dans Wordfast Aligner sont identifiables suivant une analogie cognitive. La deuxième postule que l’outil Wordfast Aligner rend tout le sens des segments du TS dans les segments du TC. La troisième stipule que l’algorithme d’alignement automatique utilisé dans Wordfast Aligner est valide. Et la quatrième postule que la technique de l’alignement automatique dans Wordfast Aligner ne bâtit pas une MT optimale. Il ressort de l’analyse de 50 segments pertinents que les lacunes se trouvant dans les segments du TC en rapport avec les segments du TS sont de quatre (4) catégories : des lacunes provenant d’une mauvaise segmentation (2%), des lacunes provenant d’une sur-traduction (16%), des lacunes provenant d’une sous-traduction (64%), des segments avec zéro (0) lacune (18%). Ces résultats montrent également que l’outil Wordfast Aligner, en effectuant l’alignement automatique, ne rend pas toujours tout le sens du segment du texte source. La moyenne générale du rendu par Wordfast Aligner est de 69,68% ≈ 70%, ce qui est acceptable, mais pas optimale.
GLOBAL PUBLICATION HOUSE |International Journal of Social Science & Humanities Research, 2024
bstract
This study assesses the significant impact of post-editing on translators’
creative dec... more bstract
This study assesses the significant impact of post-editing on translators’
creative decision-making in the translation process. The main concerns
revolve around the quality of the final translation product and the freedom
of the translator to exercise creativity in post-editing as opposed to relying on
direct Machine Translation output. While some peers easily adapt to this
era, others consider machine translation as an enemy that will eventually
overpower human translation. The study adopts a qualitative, descriptive,
and metanalytic approach using a cross-sectional case study design that
makes use of a questionnaire, an ex-post facto/quasi-experiment to assess
creative translation craftmanship in MTPE and HT. To assess the
expectations and attitudes towards machine and post-editing translation
platforms, the study draws its insights from creativity translation literature
and the interpretive theory in translation studies. The study posits that
preserving the artistic and cultural nuances of the source text, while allowing
the translator’s creative input to shine is a crucial factor in translation and is
also an essential element in perpetuating human translation. The results of
this study have implications for the development of the creative potentials of professional and trainee translators.
Keywords:
Creativity, Machine Translation, Human Translation, Post-Editing
Translation.
GPH International Journal of Educational Research, 2024
Abstract
There is a lot of ongoing debate as to whether translators should spend time
trying t... more Abstract
There is a lot of ongoing debate as to whether translators should spend time
trying to analyze a source text before translating it or just go ahead with its
translation once the source text is readable. The goal of this study is to assess
the role of text analytical competence in translation performance.An
evaluation of the text analytical mastery of 50 advanced students in
translation in Advanced School of Translators and Interpreters (ASTI) was
conducted in order to raise awareness of the actual source text
comprehension challenges facing trainee translators. The study posits that
text analytical competence contributes significantly to translation
achievement and poor performances in translation largely result from poor
or inadequate understanding of the text to be translated. The empirical study
takes the form of a protocol test of a 300 words translation into English
administered to 50 advanced students of the ASTI, University of Buea in
Cameroon. The results demonstrate that professional translation is not a
simple substitution of terminology and somebasic knowledge of grammar.
Professional translation involves analyzing the situation and function of the
text in relation to the focus ofits translation. These specific characteristics of
the translation process are what determine the type of text analytical
competence requiredfor producing optimal translations. The study proposes
a text analytical course programthat is tailored to respond to these new
professional profiles of the translator.
Keywords:
Translation, Source text, Text analysis, Competence, Effective Translation,
curriculum design.
Manuscript ID: #01526 Vol. 07 Issue 07 July - 2024
European Journal of Multilingualism and Translation Studies ISSN: 2734 - 5475 ISSN-L: 2734 - 5475 Available on-line at: www.oapub.org/li, 2024
The present study identifies, describes and examines the mechanisms by which the status and
iden... more The present study identifies, describes and examines the mechanisms by which the status and
identity of translators are defined and assessed in Cameroon. The study describes the current
challenges of the profession and efforts towards establishing a professional status for
translators in Cameroon in a bid to propose some possible solutions to improve the status quo.
The data for this study were collected through in-depth interviews and questionnaires using
a purposive sample of translation stakeholders in Cameroon. The study specifically solicited
translators’ opinions on how they rate themselves, how they are treated in the various
institutions where they work, and most especially, if there is any legal framework that defines
them, their role, their rights and obligations. The study posits that the translation profession
in Cameroon constitutes an entity of practice that is sufficiently stable to be identified, defined
and delimited from other professions. There are, however, numerous administrative,
educational, social and financial challenges facing the translation profession in Cameroon.
Despite the numerous educational efforts made to enhance the professionalization of this
activity in Cameroon, an analysis of legal instruments demonstrates an overwhelming lack of
official commitment to improve this sector. Drawing its insight from the theory of professions
of Brorström (2008), the study suggests that these inconsistencies should not be considered a
serious hindrance to the development of translation in general and to the legitimate fulfilment
of the translator in a bilingual Cameroon. The proposed solutions for improving the current
situation have been discussed in the light of relevant literature in the domain.
Keywords: status, prestige, working conditions, job satisfaction, professional translators
African Journal of Social Sciences Volume 15, Number 4, 2024 43 ISSN 2410-3756 (Print), 2024
This paper x-rays the various ways academic mentoring can be used to improve on
Translator Train... more This paper x-rays the various ways academic mentoring can be used to improve on
Translator Training and Education. The study posits a conceptual framework of translator
training and education as a caring profession, and mentoring as the right approach to
develop students' confidence, and self-esteem, which enable them to accede to the skills
needed for success in school and in life in the 21st Century. In this wise, Translator
education is designed to activate and cultivate students’ personal, developmental, academic,
and employability skills and competences. An opinion survey of 12 translator trainers and
60 trainees at the Advanced School of Translators and Interpreters of the University of
Buea, Cameroon identified mentorship needs and preferences for the development of a
model approach to mentoring-based training strategies.. The findings demonstrate that
mentoring-based training of trainee translators supports the personal and professional
growth of students and explores aspects of teaching and learning that are more interactive
than those of the mainstream which are often top-down, compliance-centered and
disempowering. Guided by these findings, the study proposes a model approach to
mentoring-based translator training that is work-situated, and shaped by the knowledge and
experiences of trainers who provide guidance, support, and constructive feedback input.
KEY WORDS:
Mentoring, Mentor, Education, Higher Education, Student Developmen
This paper x-rays the various ways academic mentoring can be used to improve on Translator Traini... more This paper x-rays the various ways academic mentoring can be used to improve on Translator Training and Education. The study posits a conceptual framework of translator training and education as a caring profession, and mentoring as the right approach to develop students' confidence, and self-esteem, which enable them to accede to the skills needed for success in school and in life in the 21 st Century. In this wise, Translator education is designed to activate and cultivate students' personal, developmental, academic, and employability skills and competences. An opinion survey of 12 translator trainers and 60 trainees at the Advanced School of Translators and Interpreters of the University of Buea, Cameroon identified mentorship needs and preferences for the development of a model approach to mentoring-based training strategies.. The findings demonstrate that mentoring-based training of trainee translators supports the personal and professional growth of students and explores aspects of teaching and learning that are more interactive than those of the mainstream which are often top-down, compliance-centered and disempowering. Guided by these findings, the study proposes a model approach to mentoring-based translator training that is work-situated, and shaped by the knowledge and experiences of trainers who provide guidance, support, and constructive feedback input.
International Journal of English Language and Translation Studies, 2015
This study examines the profile of the translator in Cameroon and posits that the translating act... more This study examines the profile of the translator in Cameroon and posits that the translating activity is increasingly becoming part of the translation service, reflecting the market expectation to train translation service providers rather than translators. The paper demonstrates that the translation profession as it is performed in the field and portrayed in job adverts reveals that a wide range of employers are looking for translators and their services. A survey of the Cameroonian translation market was carried out to raise awareness of the language skills translators need in order to work successfully as language services providers. The data for this study was obtained from 36professionaltranslators drawn from the public service, the freelance and in-house corporate translation market in Cameroon. The study argues that today's new translator's profile and his activities are basically variants of interlingual communication in which the traditional concept of translation ...
Sakwe George Mbotake Advanced School of Translators and Interpreters University of Buea, Cameroon... more Sakwe George Mbotake Advanced School of Translators and Interpreters University of Buea, Cameroon ABSTRACT This paper assesses the impact of some trainee translators’ background factors on their learning outcomes by highlighting the challenges that diverse classrooms pose for translator trainers. The study demonstrates that psycho-socio-educational and professional background factors such as educational and linguistic backgrounds, prior-work or professional experiences, socio-economic status and home learning environments, perceptions and dispositions towards translation learning, as well as expectations, levels of satisfaction and loyalty provide an explanatory background to the process of translation production and performance of most translation students. The data for this study is drawn from 60 students of the MA Programme in Translation at the Advanced School of Translators and Interpreters (ASTI) of the University of Buea in Cameroon. The data reveals that students’ performanc...
Sakwe George Mbotake Advanced School of Translators and Interpreters (ASTI) University of Buea, B... more Sakwe George Mbotake Advanced School of Translators and Interpreters (ASTI) University of Buea, Buea, Cameroon ABSTRACT The effect of globalization and the increasing demands on the job market have induced many countries in the world to introduce reforms aimed at streamlining their higher education curricula. The demand for a more flexible workforce with high skills (competencies) in problem solving, team work and project management has been on the rise in recent years and the incorporation of competency-based curriculum has emerged as a necessity in the higher education sector. However, in spite of the growing popularity for the need to prepare graduates for the workplace, the actual academic culture and formative processes are yet to be tailored to address these new exigencies. The aim of this paper is to analyze in what manner competence and competence-based learning are being currently implemented in the Advanced School of Translators and Interpreters (ASTI) of the University of...
International Journal of Comparative Literature and Translation Studies, 2016
This study assesses the incidence of androgogical principles and practices in the postgraduate Tr... more This study assesses the incidence of androgogical principles and practices in the postgraduate Translator Training programme of the Advanced School of Translators and Interpreters (ASTI) in Cameroon. It posits that teaching that engages androgogical principles and practices are more germane to professional postgraduate Translator Training programmes that educate and service adult students. As a relatively uncharted area in Translation Studies, the paper seeks to assess students and faculty's attitudes towards the principles and practices of adult education and the difficulties encountered in their effective implementation. The aim of the study is to recommend androgogicallyoriented translation teaching methods as a more effective alternative to effete pedagogical approaches. The subjects for this study comprised a convenience sample of 41 trainee translators and 08 translator trainers of ASTI. Three data collection methods were used: an affective survey questionnaire, classroom observation, and a literature review component, which provided empirical data on the principles and practices of andragogy and pedagogy. The study demonstrates that knowledge of adult learners goes beyond the most commonly studied demographic variables of age and gender, and uncovers new variables that influence learning and student satisfaction in Translator Training.
The effect of globalization and the increasing demands on the job market have induced many countr... more The effect of globalization and the increasing demands on the job market have induced many countries in the world to introduce reforms aimed at streamlining their higher education curricula. The demand for a more flexible workforce with high skills (competencies) in problem solving, team work and project management has been on the rise in recent years and the incorporation of competency-based curriculum has emerged as a necessity in the higher education sector. However, in spite of the growing popularity for the need to prepare graduates for the workplace, the actual academic culture and formative processes are yet to be tailored to address these new exigencies. The aim of this paper is to analyze in what manner competence and competence-based learning are being currently implemented in the Advanced School of Translators and Interpreters (ASTI) of the University of Buea in Cameroon. Competency dashboard indicators from best practice frameworks are used to assess stakeholders' sense-making as levers for quality assessment in translation learning. An opinion survey of 60 trainee translators and 12 instructors helped to identify factors, instructional and otherwise which promote or inhibit the success of competence-based education. The study posits that systemic and environmental issues, as well as organizational, teaching and learning, assessment, and quality assurance issues are germane to the effective implementation of generic and specific competencies. The ensuing proposals advocate for a responsive translator training and education that is more personalized and adaptive to address higher education's challenges of access, quality, and affordability for a diverse set of students.
This present paper argues that the translation of a political speech is a major challenge to the ... more This present paper argues that the translation of a political speech is a major challenge to the translator, since it is deeply sensitive to stylistic constraints, and to social and ideological norms, as well as to the historical context. This paper analyzes the lingo-stylistic, rhetorical, and socio-pragmatic features which define the linguistic means and communicative strategies of the Cameroonian political leader, Jacques Fame Ndongo. The study assesses the constraints of translating the politician's emotive, emphatic, expressive, ideological, argumentative, and persuasive expressions in the work Le pouvoir de la parole from French into English. The data for this study was drawn from the translations of 30 advanced students of the MA Programme in Translation at the Advanced School of Translators and Interpreters (ASTI) of the University of Buea in Cameroon. The findings demonstrate that translating political texts is not simply an act of faithful reproduction but, more so, a deliberate and conscious act of analyzing the specific political situations and processes that determine discourse organization, textual architecture, and design. This study therefore posits a translation teaching instructional framework that is multi-layered, and interdisciplinary.
The effect of globalization and the increasing demands on the job market have induced many countr... more The effect of globalization and the increasing demands on the job market have induced many countries in the world to introduce reforms aimed at streamlining their higher education curricula. The demand for a more flexible workforce with high skills (competencies) in problem solving, team work and project management has been on the rise in recent years and the incorporation of competency-based curriculum has emerged as a necessity in the higher education sector. However, in spite of the growing popularity for the need to prepare graduates for the workplace, the actual academic culture and formative processes are still resistant to these new exigencies. The aim of this paper is to analyze in what manner competence and competence-based learning are being currently implemented in the Advanced School of Translators and Interpreters (ASTI) of the University of Buea in Cameroon. Competency dashboard indicators from best practice frameworks are used to assess stakeholders' sense-making as levers for quality assessment in translation learning. An opinion survey of 60 trainee translators and 12 instructors helped to identify factors, instructional and otherwise which promote or inhibit the success of competence-based education. The study posits that systemic and environmental issues, as well as organizational, teaching and learning, assessment, and quality assurance issues are germane to the effective implementation of generic and specific competencies. The ensuing proposals advocate for a responsive translator training and education that is more personalized and adaptive to address higher education's challenges of access, quality, and affordability for a diverse set of students.
The present paper argues that satire news programmes possess the potential to greatly impact on a... more The present paper argues that satire news programmes possess the potential to greatly impact on audiences, although this impact is predicated on a prior understanding of its socio-cultural, historical, ideological, and institutional conditions and is therefore not always self-evident. Since satire is inextricably rooted in its specific cultural and linguistic context, it poses significant problems to translation and has often been seen as a paradigm case of untranslatability. Thus the study analyzed the challenges of attaining equivalence in the translation of satirical humour and irony, and the ex tent to which it is possible to handle the translation of humour response in satirical pidgin news programmes. The data was culled from four satirical pidgin news programs (Radio and TV) in the Cameroon broadcast media. A data sheet was used to monitor these broadcasts for types, techniques and devices of satire used. With regard to the hypothesized challenge, the results obtained indicate that to effec tively translate satire in all its swiftness from Pidgin into English language, there is much to be apprehended about its cultural and social facts, about shared beliefs and attitudes, and about the pragmatic bases of communication in these two typologically dissimilar languages.
This paper assesses the impact of some trainee translators' background factors on their learning ... more This paper assesses the impact of some trainee translators' background factors on their learning outcomes by highlighting the challenges that diverse classrooms pose for translator trainers. The study demonstrates that psycho-socio-educational and professional background factors such as educational and linguistic backgrounds, prior-work or professional experiences, socioeconomic status and home learning environments, perceptions and dispositions towards translation learning, as well as expectations, levels of satisfaction and loyalty provide an explanatory background to the process of translation production and performance of most translation students. The data for this study is drawn from 60 students of the MA Programme in Translation at the Advanced School of Translators and Interpreters (ASTI) of the University of Buea in Cameroon. The data reveals that students' performances vary significantly with these background characteristics. The study posits that responsive pedagogy in translator education can only grow out of an understanding of students' background, whereby the strengths and weaknesses that students bring to school are identified, nurtured and utilized to promote student achievement.
This study assesses the incidence of androgogical principles and practices in the postgraduate Tr... more This study assesses the incidence of androgogical principles and practices in the postgraduate Translator Training programme of the Advanced School of Translators and Interpreters (ASTI) in Cameroon. It posits that teaching that engages androgogical principles and practices are more germane to professional postgraduate Translator Training programmes that educate and service adult students. As a relatively uncharted area in Translation Studies, the paper seeks to assess students and faculty's attitudes towards the principles and practices of adult education and the difficulties encountered in their effective implementation. The aim of the study is to recommend androgogically-oriented translation teaching methods as a more effective alternative to effete pedagogical approaches. The subjects for this study comprised a convenience sample of 41 trainee translators and 08 translator trainers of ASTI. Three data collection methods were used: an affective survey questionnaire, classroom observation, and a literature review component, which provided empirical data on the principles and practices of andragogy and pedagogy. The study demonstrates that knowledge of adult learners goes beyond the most commonly studied demographic variables of age and gender, and uncovers new variables that influence learning and student satisfaction in Translator Training.
This study examines the profile of the translator in Cameroon and posits that the translating act... more This study examines the profile of the translator in Cameroon and posits that the translating activity is increasingly becoming part of the translation service, reflecting the market expectation to train translation service providers rather than translators. The paper demonstrates that the translation profession as it is performed in the field and portrayed in job adverts reveals that a wide range of employers are looking for translators and their services. A survey of the Cameroonian translation market was carried out to raise awareness of the language skills translators need in order to work successfully as language services providers. The data for this study was obtained from 36 professional translators drawn from the public service, the freelance and in-house corporate translation market in Cameroon/ The study argues that today's new translator's profile and his activities are basically variants of inter-lingual communication in which the tradition concept of translation constitutes only one option and these add-ons, which contribute to a better professionalization of the translator pose new challenges to translation pedagogy in terms of both content and methodology. In this vein the study proposes a translational language teaching model aimed at making training more responsive to market exigencies in this era of modernization.
This study assesses the role of language competence in translation
performance. An evaluation of ... more This study assesses the role of language competence in translation
performance. An evaluation of the translational language mastery of 30
advanced students in translation in Advanced School of Translators and
Interpreters (ASTI) is conducted in order to raise awareness of the actual
linguistic challenges facing trainee translators. The study posits that language
competence contributes significantly to translation achievement and poor
performances in translation largely result from poor or inadequate mastery of
the working languages. The empirical study takes the form of a protocol test
of a 300 words Translation into English administered to 30 advanced students
of the ASTI, University of Buea in Cameroon. The results demonstrate that
poor performances in the translations of students in ASTI are not due to their
lack of training in translation methods and skills but largely to their
inadequate mastery of the working languages. The Proposals made are meant
to contribute significantly to the realization of the aims of translator training.
Key Words: Translat
This paper assesses the implementation of the official GCE ‘A’ level French Language Translation ... more This paper assesses the implementation of the official GCE ‘A’ level French Language Translation Programme in Anglophone High schools in Cameroon. The teaching of the Translation component has continued to be plagued with problems notwithstanding the publication of an official guide in June 1997. The study demonstrates that a large disparity exists between official course objectives and what is actually taught in the field. Teaching is basically teacher-centered with mechanical translation exercises lacking in commentary, reflection and discovery. This reductionist pedagogy is largely responsible for the poor performances in the GCE ‘A’ Level French exams as well as the continuous loss of interest by students in the translation component of this Examination. Data for this study was obtained through the administration of questionnaires to 24 ‘A’ Level French teachers and 171 ‘A’ Level students from 16 high schools in the South West Region of Cameroon, as well as from direct classroom observation. The study posits that the teaching of translation in Anglophone high schools should be relevant to students’ urgent needs and career expectations in the light of competency-based approaches in vogue in Cameroon.
This study examines the profile of the translator in Cameroon and posits that the translating act... more This study examines the profile of the translator in Cameroon and posits that the translating activity is increasingly becoming part of the translation service, reflecting the market expectation to train translation service providers rather than translators. The paper demonstrates that the translation profession as it is performed in the field and portrayed in job adverts reveals that a wide range of employers are looking for translators and their services. A survey of the Cameroonian translation market was carried out to raise awareness of the language skills translators need in order to work successfully as language services providers. The data for this study was obtained from 36 professional translators drawn from the public service, the freelance and in-house corporate translation market in Cameroon. The study argues that today's new translator's profile and his activities are basically variants of interlingual communication in which the traditional concept of translation constitutes only one option and that these 'add-ons,' which contribute to a better professionalization of the translator, pose new challenges to translation pedagogy in terms of both content and methodology. In this vein the study proposes a translational language teaching model aimed at making training more responsive to market exigencies in this era of modernization.
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Papers by Sakwe G E O R G E Mbotake
This study assesses the significant impact of post-editing on translators’
creative decision-making in the translation process. The main concerns
revolve around the quality of the final translation product and the freedom
of the translator to exercise creativity in post-editing as opposed to relying on
direct Machine Translation output. While some peers easily adapt to this
era, others consider machine translation as an enemy that will eventually
overpower human translation. The study adopts a qualitative, descriptive,
and metanalytic approach using a cross-sectional case study design that
makes use of a questionnaire, an ex-post facto/quasi-experiment to assess
creative translation craftmanship in MTPE and HT. To assess the
expectations and attitudes towards machine and post-editing translation
platforms, the study draws its insights from creativity translation literature
and the interpretive theory in translation studies. The study posits that
preserving the artistic and cultural nuances of the source text, while allowing
the translator’s creative input to shine is a crucial factor in translation and is
also an essential element in perpetuating human translation. The results of
this study have implications for the development of the creative potentials of professional and trainee translators.
Keywords:
Creativity, Machine Translation, Human Translation, Post-Editing
Translation.
There is a lot of ongoing debate as to whether translators should spend time
trying to analyze a source text before translating it or just go ahead with its
translation once the source text is readable. The goal of this study is to assess
the role of text analytical competence in translation performance.An
evaluation of the text analytical mastery of 50 advanced students in
translation in Advanced School of Translators and Interpreters (ASTI) was
conducted in order to raise awareness of the actual source text
comprehension challenges facing trainee translators. The study posits that
text analytical competence contributes significantly to translation
achievement and poor performances in translation largely result from poor
or inadequate understanding of the text to be translated. The empirical study
takes the form of a protocol test of a 300 words translation into English
administered to 50 advanced students of the ASTI, University of Buea in
Cameroon. The results demonstrate that professional translation is not a
simple substitution of terminology and somebasic knowledge of grammar.
Professional translation involves analyzing the situation and function of the
text in relation to the focus ofits translation. These specific characteristics of
the translation process are what determine the type of text analytical
competence requiredfor producing optimal translations. The study proposes
a text analytical course programthat is tailored to respond to these new
professional profiles of the translator.
Keywords:
Translation, Source text, Text analysis, Competence, Effective Translation,
curriculum design.
Manuscript ID: #01526 Vol. 07 Issue 07 July - 2024
identity of translators are defined and assessed in Cameroon. The study describes the current
challenges of the profession and efforts towards establishing a professional status for
translators in Cameroon in a bid to propose some possible solutions to improve the status quo.
The data for this study were collected through in-depth interviews and questionnaires using
a purposive sample of translation stakeholders in Cameroon. The study specifically solicited
translators’ opinions on how they rate themselves, how they are treated in the various
institutions where they work, and most especially, if there is any legal framework that defines
them, their role, their rights and obligations. The study posits that the translation profession
in Cameroon constitutes an entity of practice that is sufficiently stable to be identified, defined
and delimited from other professions. There are, however, numerous administrative,
educational, social and financial challenges facing the translation profession in Cameroon.
Despite the numerous educational efforts made to enhance the professionalization of this
activity in Cameroon, an analysis of legal instruments demonstrates an overwhelming lack of
official commitment to improve this sector. Drawing its insight from the theory of professions
of Brorström (2008), the study suggests that these inconsistencies should not be considered a
serious hindrance to the development of translation in general and to the legitimate fulfilment
of the translator in a bilingual Cameroon. The proposed solutions for improving the current
situation have been discussed in the light of relevant literature in the domain.
Keywords: status, prestige, working conditions, job satisfaction, professional translators
Translator Training and Education. The study posits a conceptual framework of translator
training and education as a caring profession, and mentoring as the right approach to
develop students' confidence, and self-esteem, which enable them to accede to the skills
needed for success in school and in life in the 21st Century. In this wise, Translator
education is designed to activate and cultivate students’ personal, developmental, academic,
and employability skills and competences. An opinion survey of 12 translator trainers and
60 trainees at the Advanced School of Translators and Interpreters of the University of
Buea, Cameroon identified mentorship needs and preferences for the development of a
model approach to mentoring-based training strategies.. The findings demonstrate that
mentoring-based training of trainee translators supports the personal and professional
growth of students and explores aspects of teaching and learning that are more interactive
than those of the mainstream which are often top-down, compliance-centered and
disempowering. Guided by these findings, the study proposes a model approach to
mentoring-based translator training that is work-situated, and shaped by the knowledge and
experiences of trainers who provide guidance, support, and constructive feedback input.
KEY WORDS:
Mentoring, Mentor, Education, Higher Education, Student Developmen
performance. An evaluation of the translational language mastery of 30
advanced students in translation in Advanced School of Translators and
Interpreters (ASTI) is conducted in order to raise awareness of the actual
linguistic challenges facing trainee translators. The study posits that language
competence contributes significantly to translation achievement and poor
performances in translation largely result from poor or inadequate mastery of
the working languages. The empirical study takes the form of a protocol test
of a 300 words Translation into English administered to 30 advanced students
of the ASTI, University of Buea in Cameroon. The results demonstrate that
poor performances in the translations of students in ASTI are not due to their
lack of training in translation methods and skills but largely to their
inadequate mastery of the working languages. The Proposals made are meant
to contribute significantly to the realization of the aims of translator training.
Key Words: Translat