From Training to Professional Practice and Vice-Versa: Sight Translation as a Specialisation Subject in the Interpreter Training Programme of the Advanced School of Translators and Interpreters (ASTI)

The remarkable increase in the number of interpretation training programmes across the world for the past twenty or thirty years (Gile, 2009) has given way to an increasing interest in evaluating these programmes. This evaluation, while it may not be comprehensive, should an evaluation ever be so, can simply be limited to considering a particular aspect of a programme. Sight translation is a fairly common exercise present in interpreter training programmes. However, its relevance and/or its pedagogical weight are sometimes questioned according to the context and level in the training process. This article aims at contributing to this debate. It therefore takes as case study, the interpreter training programme of the Advanced School of Translators and Interpreters (ASTI) of the University of Buea in Cameroon and based on statistical data, looks into the place occupied by sight translation in the professional practice by graduates of this programme, between 2008 and 2015. The results, which are quite edifying, are supportive of maintaining and even reinforcing this exercise in the programme, given the peculiarity of the Cameroonian professional context and the African context in general.过去二三十年间，全球口译培训项目的数量大幅攀升（Gile, 2009），随之而来的是学界对这类项目开展评估的兴趣与日俱增。尽管评估本应具备全面性，但即便无法企及，也可仅聚焦于项目的某一特定维度展开评估。视译（sight translation）是口译培训项目中颇为常见的训练环节，然而其教学相关性乃至教学权重，在培训的不同场景与层级中，有时会受到质疑。本文旨在为这场讨论贡献见解，因此以喀麦隆布埃亚大学高级翻译学院（Advanced School of Translators and Interpreters, ASTI）的口译培训项目为案例，基于统计数据，考察该项目毕业生在2008至2015年间的职业实践中，视译所占的地位。鉴于喀麦隆乃至整体非洲职业环境的特殊性，本次研究结果颇具启发性，支持在该培训项目中保留甚至强化视译这一训练环节。