Translator education and accreditation policies in Africa: Exploring an agenda

Abstract

This article questions the presuppositions on which current translator education and accreditation in South Africa and Africa are based. This is done on the basis of Tymozcko’s reconceptualisation of translation studies and of Robinson’s theory of translation quality. It presents sets of data as case studies that support Tymozcko’s suggestion that the  African translation practice situation differs from the European translation practice situation. The article also offers information on African and South African policies regarding the regulation of the translation industry. This information is used to argue in favour of a revision of the presuppositions influencing translator education. It further proposes ways of working towards an ‘African’ view of translator education and accreditation. It closes by providing suggestions for  translator education in Africa and South Africa.

Southern African Linguistics and Applied Language Studies 2010, 28(1): 75–88