The present paper attempted to accomplish two major goals:
establish a rule, and evaluate a reality. The rule claimed linguistic
competence as a prerequisite to learning translation. The evaluation indicated
an inadequate performance of an established students' selection system.
Therefore, the recommendations we would like to present concern applying the
rule to reality.
We maintain that translator training is a crucial
responsibility. Thus, all what is required to obtain positive outcomes in this
regard should be fulfilled. Translators-to-be should be carefully selected.
Those who have more linguistic competence and cultural knowledge should be
favoured. For this aim, we believe the following alternative policies would
bring about positive change.
First, establishing a translation branch in secondary school
would constitute a radical solution to the problem. This branch would be a
preparatory phase for subsequent university course. It would thoroughly stress
language learning, and systematic exposure to cultural knowledge. Introduction
to translation theory and practice might also be included. Obviously, only
pupils who aspire to a translator career would be oriented
towards this branch. Naturally, this suggestion could be
further developed according to the course objectives and needs.
Secondly, in addition to learners especially prepared for
this course, candidates holding language degrees should also be given priority.
Holders of some other relevant degrees, like ethnography and anthropology, or
people having professional experience in linguistic fields, such as journalism,
might also be adequate candidates.
Thirdly, all candidates should receive an entrance
examination. Among the competencies to be tested, there, evidently, should
appear the linguistic and the cultural ones. A translation test would also be
included to test the candidates' capacity to make use of their knowledge. The
standard of the examination's questions should be set as high as the course
needs. The translation department would then select the best, according to the
number of students it is able to receive.
Finally, there might be some admitted candidates who show
some slight gaps in their knowledge. This may occur when the general standard
of the candidates is relatively low. In this case, these admitted
candidates should receive a remedial preparatory course lasting for a semester
or two, according to each candidate's needs.
As a final point, we would like to draw attention to the fact
that these recommendations are only general ideas of what would become through
careful study a more sophisticated selection system.
