Analysing Translation and Interpretation Training Curricula in Cameroon, Canada and Belgium

In the recent decades, translator’s and interpreter’s training has become
of more interest in the field of translation studies. All over the world, scholars
discuss the various aspects of translation and interpreting teaching with focus on
curricula, learner-centred research and many other various aspects. This study is
set to examine the similarities and differences between translation and interpretation programs in higher education in three continents (Africa, Europe and America),
namely in Cameroon, Belgium and Canada. The aim is to propose evidence-based
recommendations for curricular improvement. The methodology takes into account
documentary research, field investigations. Findings reveal key gaps in practical
training, theoretical foundations, and technological integration and highlight best
practices across programs. The implications suggest targeted revisions to curricula
such as balancing theory/practice, incorporating new technologies, or standardizing
competencies, especially in Cameroon to better align with industry demands and
academic standards. This research contributes to ongoing efforts to enhance translator and interpreter training, fostering adaptability in a rapidly evolving linguistic
and technological landscape.