Sakwe George
Prof. Sakwe George Mbotake is an Associate Professor of Translation Studies and Applied Linguistics at the Advanced School of Translators and Interpreters (ASTI) of the University of Buea. He holds a PhD in Applied Linguistics (Translation Studies), an MA in translation from the Advanced School of Translator and Interpreters of the University Buea, Cameroon, and an MA in TOFFL University of Buea/Grenoble France. He is currently the Head of the Translation Division and Head of Teaching and Research Service. His research interests include: Translation Pedagogy, Translation Competence, History/Theory of Translation, Comparative Stylistics, and Applied Linguistics. Dr. Sakwe can be reached at: gmsakwe@yahoo.com
Phone: 237 77 60 67 51
Address: Dr. Sakwe George M, Lecturer of Translation and Applied Linguistics, University of Buea, P.O. Box 63, Buea, Republic of Cameroon.
Phone: 237 77 60 67 51
Address: Dr. Sakwe George M, Lecturer of Translation and Applied Linguistics, University of Buea, P.O. Box 63, Buea, Republic of Cameroon.
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Papers by Sakwe George
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
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