IN SEARCH OF AN EFFECTIVE TRANSLATOR AND INTERPRETER TRAINING MODEL IN MOZAMBIQUE

Abstract

Eduardo Mondlane University (UEM) is the only higher education institution offering BA Honours level translator and interpreter training in Mozambique. However, it still lacks an effective model for the development of translation and interpreting competence in students. To address this problem, this study seeks to find a practical model for designing a BA Honours curriculum that is conducive to an effective training of Mozambican professional translators and interpreters. The study has been designed as action-research because this design enables better understanding and improvement of training processes (CRAVO and NEVES, 2007). Three data collection tools were used to generate both qualitative and quantitative data from 123 participants, namely: (i) a survey, (ii) an English translation test and (iii) a sample of 18 archived Portuguese translations produced by former students. The survey findings suggest the need to reform the current curriculum in order to make it more conducive to translation and interpreting competence development. Furthermore, the results of macro- and micro-textual analysis show that, although UEM students are capable of producing acceptable English into Portuguese translations, their Portuguese into English translations are, overall, poor. The proposed solution would be the adoption of a new integrated translation and interpreting competence development model with the following four pillars: communicative competence, general knowledge, strategic competence and service provision. This model would lead to the design of a curriculum enabling students to be trained as translators and interpreters under the same programme, where English into Portuguese and vice-versa translation practice is mandatory.