التعليم «عن بعد» في الجامعات العربية.. هل أصبح «عن قرب»؟

Distance learning in Higher education (The Arab World)

Please check the link
http://www.aawsat.com/details.asp?section=55&issueno=12501&article=717717&feature=1#.USXA3TDI8Rw

Empowering Future Student Translators/ Novice Translators on facing real world risks after their graduation:

(a personal experience and initiative on my Students)

I will share with you an initiative I took a couple of years ago in the hope to find a possible solution to the pleague of exploiting new freelance translators (students...) that has been haunting our profession for quite a while..It is not only the translation agencies that demean us ...the issue is social as well....society underestimates who translators are and what they do ?. Whose fault it is : US.

Coming back to my initiative : I designed and facilitated a training course on translation ethics and professional realities at the university I worked in (Arabic/Englis MA programme in Morocco) . Its aim was to empower future translators and engage through authentic real life scenarios to get acquainted with the potential UNJUST and  PATHETIC behaviors from translation agencies onlien or in their home countries. I used material that extracted from  online resources in addition to my own expereinces inmy early days of translation. This type of study material, plus the personal expereince of the trainer (myself) may make students think critically and intelligently about how they will posture themselves in the onlien translation market. The objective is that they will be able toTRANSFORM the existing deploring status quo (liek negotiating a JUST and fair pricing rate and be the ones who decide what to ask for for providing langauge services and not the opposite) when they are on the field after graduation. Again , I stress that this is a risk calculation strategy for future translators who might be thinking of working for their own. Like in any business , there is always a margim of risks...it is normal practice.

My idea was that the solution remains with what the new cohorot of student can do to improve and transform(eventually) the way thngs are in the translation market. That is what happen when parasites get into a trade as artisans who never sought to get professional development or have never though of taking a decent ( I reapeat : a decent) university translation programmes. This does not mean that the current translators ( freelance translators, especially virtual translators) cannot do anything about it,  on the contrary, they need to put their heads up and get professional developments and get INFORMED....our profession should not be seen only as an 'artisanal activity', it moved far beyond this...conferences are held on translation and translators, academic programmes (even PhDs) and research on translator behavior and practice are mushrooming....we need to participate in this trend of institutionalisation to improve our status as social actors and gain the respect. Society has its own way to perceiving things. Let us play the game as well.

Some of my students now succeeded in forming  teams of translators and have their own virtual or physical agencies ..BUT THEIR BUSINESS APPROACH AND PHILOSOPYY IS DIFFERENT....(So the educational and social objectives I designed in my training course has been fulfilled/ tehre has been an impact: students achieved a meaningful and life long learning experience) ...we hope to have to more examples like this, for it is a viable solution to the problem we dicuss in this forum. IT all starts with EDUCATION ( Know how ' to do things' . 'to be someone  and ' to become like that person (translator)'.............

Fouad

Do we need a Translation degree to work ?...THE CANADIAN CONTEXT.

Response to a colleague on a professional forum on LINKED IN

Here is what I said: 
(http://www.linkedin.com/groupItem)

 **********************************

Canada has a long tradition in translation practice and training alike. The Federal Governmnet's Translation Bureau is the largest recruiter in the country. To be recruited you need  to have a BA in Translation (compulsory). Why? that is because the 4 yrs training at the university folows a rigorous and practical process. In Canada , you may either take a 'coop BA' model  which includes paid internship for about 3 yrs, or take a traditional BA course with contents on linguistics, translation theory and practice as well as translation technologies but no field work. So, students gain experience in the field ( companies , agencies) and get paid for it.

A second point I would like to refer to is the importance of taking degrees or getting further professional development. I personally see resistance against this as degrading our professional status as social actors. Why shouldn't we have the same professional status like other traditional and old professions like medicine or law?. Doctors themselves started their practice (in ancient times) learning by doing (hit and miss principle), but they developed as professions over time and were institutionalized via education and training (social and political recognition). Why us translators need to be always timid and lacking self esteem to make our voices heard in the community? we are doing the same social jobs like doctors and lawyers or engineers...So, getting disciplinary knowledge and be informed is important for our lifelong learning and social status.

Our social contribution needs to be recognized. We are: transferring what is not known to be known via language, creating powerful relations between nations and people via putting them together via linguistic communication...building knowledge heritage..ect. This is serious and it is not only about doing the business of doing Excellent translations and keeping clients...this is good , but its is not the end of the story...we need to look at our profession from various angles.We need education at higher level as well as doing' the artisanal job'. All professions undergo similar processes: from learning by doing (artisan way) to theorizing and institutionalizing the profession...to GAINING SOCIAL RECOGNITION AND RESPECT. We cannot stay invisible and act and carry on acting behind the scene all the time. We need to act . We need to gain a type of metalanguage to talk about our work and profession that we could well enhance within professional or academic training contexts ...and - most of all- in participating to conferences and symposiums about translation...like we do in here in LINKED IN as an online community.

FOUND IN TRANSLATION: The making of a skilled interpreter: What we know about expertise development in interpreting

FOUND IN TRANSLATION: The making of a skilled interpreter: What we know about expertise development in interpreting

RSA Animate - Changing Education Paradigms

List of online or distance courses in Translation and Interpreting

No wonder the trend is growing. In Europe, Asia pacific, south Africa and North America, we find full BA programmes (not only certificates and MA's) , which are fully recognized by employers....I mean, those Dipolmas that are deliverd by traditional universities themselves in a fully ONLINE or Semi-Online (Hybrid) format.

(None of the universities  from the Arab world is on the list...perhaps the trend is still new or else!)

Please check below link:

http://www.languages-and-translation.com/online-and-distance-learning-courses-for-translators-and-interpreters/



Fouad

About mentoring students or novice translators...away from classroom....in the real world..

About mentoring translation students or novice translators....away from classroom context...in the real world..

I forgot to mention this point earlier in my blog. The event goes back to 2011 when I was lecturing in the MA course in Professional Translation at Hassan II  University- Morocco. At the end of the year, I decided to set a team of 4 competent students who I felt could be mentored to carry out some of the paid freelance assignments I was receiving from time to time  from clients over the internet. These students have been insisting all over the year to show them how to do cyber freelancing in translation or revision. At the beginning of the program, I was not sure yet that they were ready for it, as this activity requires special skills, attitudes and aptitudes , which I felt they did not have at that stage. So, I decided to venture with them and invite them to participate in one of my upcoming but suitable project . 

They were excited . When the documents came,  divided the work on them and supervised their activities and process. This was via e-mail and telephones. So, my support was handled at distance using online information and communication tools. For the students, this was a special experience. They were  doing real and authentic translation to be sent to clients in another country. It is not a translation to be returned back or checked by the teacher. It is real.

For me, I took a risk. My image in front of the client Is at risk. Neverthless, I took the decision until the right time and for the right project. Being the first time to work with an unknown and novice co-workers was also a risky move. We need to take calculated risks in life, some times.

After fixing the deadline and being strict on it via close monitoring, I revised the assignments to secure quality in the translation and its format. Then, the following week we met in a coffee and I was thrilled by the way they really enjoyed the experience. They said < now we feel we can do it> . If they can do it online , they can easily do it face to face in an office like in-house translators.

Sure, they did not have all the qualities required to be a proper entrepreneur in managing online translation projects , but they tried part of the project lifecycle (doing translation) and were involved via e-mails and phone calls or (Skype) in the actual operational phase of the project. So, they knew how it works.

In canada, after the student graduates from the BA programme in translation, and if he wants to be certified by the certification body, he or she needs to undertake a 6 month Mentoring process she or he needs to pay for prior to getting certified. 

Would it be possible to integrate that activity in the translation curriculum given its direct application nd relevance in professional translation? how it can be organized at the budget and logistic level in the institution that delivers the program?

Fouad

Effat University (Important Conference)

Effat University (Saudi Arabia)

Conference on learning design and technology

10th L&T 2013: Cloudscaping The Global Learning Environment

Learning and Technology 2013: Tenth Conference on

Cloudscaping The Global Learning Environment

February 24-26, 2013 G

Rabi Awal 14-16, 1434 H

Jeddah, Kingdom of Saudi Arabia

My abstract for the conference was accepted , and I am going to contribute with a big part of my ongoing PhD research on innovative approches in Online learning & teaching design in Translator Training and Education.


It is great to see such initiatives towards innovation and best research practices in the region.



The link:
http://www.effatcollege.edu.sa/Research/LearningAndTechnology2013/Pages/Learning-And-Technology-2013-%28The-Global-Learning-Environment%29.aspx

TRANSLATION HISTORY : ISLAMIC TRADITION

Project based and collaborative translation was practiced in the ninth century in Baghdad .The philosopher Al-Kindi was himself financing translation projects to translate Greek Philosophy into Arabic or Syriac(since he was not proficient in Latin) and he was handling himself the proofreading, adaptation or revising processes : a similar role of TODAYS' TRANSLATION PROJECT MANAGERS. So, translation practice was also sponsored by the elite in Baghdad and not only the Khalifas.

Please listen to below AUDIO link extracted from the BBC website.

لماذا لا نستعرض و نتحدث عن تفاصيل  تاريخ حركة و ممارسة  مهنة الترجمة  في العالم  العربي- الاسلامي خصوصا أثناء العهد

 العباسي داخل قاعات الأقسام الدراسية. يتحدث   في هذا المقطع بعض مؤرخي التاريخ الاسلامي باعرق الجامعات الاوروبية - كاكسفورد-عن حركة الترجمة ابان العهد العباسي . رايي أنه يلزم ادماج ولو بشكل جزئي جانب التاريخ كمحتوى في أقسام الترجمة لأن الالمام بتاريخ المهنة يقوي الاحساس بالهوية و ترسيخ روح الانتماء الى مجتمع المترجمين .ليست الترجمة مجرد حرفة و انما أصبحت ايضا علم وميدان للبحث . فاذا كان تدريس الطب أو القانون ينطلق من خلفية تاريخية و نظرية واضحة فنفس الشيء يمكن أن يصير مع علوم الترجمة......

فبعد ان استمعت الى المقطع و بعد بحثي في بعض المراجع تاكدت أن الفيلسوف العربي و المسلم الكندي كان قد مول مشاريع الترجمة (بحكمه كان ينحذر من عائلة غنية) لترجمة الفلسفة اليونانية الى العربية او الأسيرية آنذاك...و كان يحرس على مراجعة الترجمة الى العربية ليؤقلمها الى الثقافة الآسلامية بحكم أن للفلسفة  الأغريقية مرجعيةمختلفة ولكن لم تكن متناقضة كثيرا مع مبدا الوحدانية في الآسلام.....فقد كان الكندي يقوم بدور مدير مشاريع الترجمة  ويشرف شخصيا على تدبير الجودة  من خلال التنسيق مع المترجمين أو فريق الترجمة ...أي أن المقاربة المعروفة بالترجمة  الجماعية المرتكزة على المشاريع كانت تمارس قبل ابان القرن التاسع الميلادي - الثاني الهجري ببغداد....فهي أذن ليست  بممارسة جديدة من نوعها وينبغي اخبار السيد و الرفيق دون كيرالي بهذا.     

الرابط / LINK
file:///C:/Users/fouadelka/Desktop/b00dp4d8.htm





Note :
The salary of a Translator in the 9th century (AD) Second/Third (AH) was 500 GLODEN dinars ( given by Khalifa al mamoun ) equivalent to todays' ( 24.000 US $ !!). After 1000 YEARS...not much difference from the current salary for a recently graduate translator !!!



Fouad

Inter-relation between Research, Training and Practice in Educational Sciences: Case of Translator education

Inter-relation between Research, Training and Practice in Educational Sciences:

Case of Translator education

العلاقة بين البحث و التعليم وممارسة المهنة من  منظور  علوم التربية:

حالة التعليم و التعلم ببرامج الترجمة

The below is part of my ongoing Doctoral productions. This was part of a work submitted in December 2011 (Université de Sherbrooke- Canada)and which I am preparing to submit for publication.

The below abstrcat will give you an diea about the content of the article, which is aimed to inform the community
of a growing issue in the teaching practice.
.

Abstract

In this paper, I would like to share with you some of my reflections regarding the type of knowledge framework that is promoted in the field of education and for education rather than about education, and how this knowledge can inform the field translator education. Three basic poles will be discussed : Research, Training (or Teaching) and Practice. Of great importance is the relationship between these three themes.

Issues like the ‘theory’ and ‘practice’ dichotomy seem to be a tale of the past. Instead, the real and major hot debate consists in defining and analysing the type of relation binding the poles of research, training and Practice. First, I will elaborate on the mechanisms that govern the three concepts as per my understanding of the reviewed literature. Then, I will try to link that into my domain of translation pedagogy standing as the applied chunk of translation studies.

PART1

1-     RESEARCH, TRAINING AND PRACTICE DYNAMICS.

(ect....ect...more pages to follow)

PART II

2-         LINKING CONCEPTS OF RESEARCH, TRAINING AND PRACTICE TO THE DOMAIN OF TRANSLATION PEDAGOGY.

          In this part of the assignment, I will elaborate on how the above mentioned triad works or may work in the field of translator training. In this regard, and to simplify the path, I will adhere to St Arnauld’s (1993) categorisation of the three concepts, whereby practice would refer to the ‘front line’ practitioner who then became teacher within a university context, then a researcher (Ibid, p. 412).

(........ect....ect..........More pages to follow).

A conclusion drawn from  part 1 and part2 .

   It seems there is a need to review the existing weaknesses in professionally - oriented pedagogies practiced within university contexts. Our experience as well as a close follows up on surveys and research on the practice and teaching-learning of translation in Europe, Canada, Africa and Middle East compel us to investigate the issue and seek to find innovative methods and tools to tackle the problem. Our aim is to design a competence- based approach taking into consideration the emerging and current needs of the future language professional to fill the gap in the teaching and training of the language professional.

BIBLIOGRAPHY:

J.M. Van Der  Maren (2005). La recherche appliquée à la pédagogie: des modèles pour l’enseignement, 2ème édition, Bruxelles: De Boeck Université, p.15 à 38.

J.-M. Van der Maren (1996). Méthodes de recherche pour l’éducation, Montréal: PUM, 2eme éd, p.37-47.

Gonzales Davies, M. (2004). Multiple Voices in the Translation Classroom. Activities, Tasks and Projects, Amsterdam/Philadelphia, John Benjamins,

 Gouadec, Daniel (2007). Translation as a Profession. Amsterdam/Philadelphia: John Benjamins Publishing Company

Hatim, B. (1997). Communication across Cultures. Translation Theory and Contrastive Text Linguistics, University of Exeter Press

Kiraly, D.C. (2003). From Instruction to Collaborative Construction: A passing fad or the promise of a paradigm shift in translator education?. In B.J. Baer and G.S. Koby (eds.) Beyond the Ivory Tower. Rethinking translation pedagogy. American Translators Association Scholarly Monograph Series, Vol. XII. Amsterdam and Philadelphia: John Benjamins. 3-27.

Prégent,R. Bernanrd, H. et Kozantis, A. (2009). Enseigner à l'université dans une approche-programme. Montréal: Press Internationale Polytechnique. 

Saint-Arnaud, Y. (1993). Pratique et Recherche. Une histoire des poupées russes.Dans F. Serre (dir.) Recherche, formation et pratique en éducation des adultes(p. 405-419). Sherbrooke: Editions du CRP.

Shon, D.A. (1994). Le praticien réflexif: A la recherche du savoir caché dans l’agir professionnel. Traduction de J.Heynemand et D. Gagnon, Montréal: Éditions Logiques, p. 45-102.

Smith, Hazel and Dean, Roger T. 2009. (eds.) Practice-led Research,Research-led Practice in the Creative Art, Edinburgh University Press.


(c)Fouad Elkarnichi . 2012

 

الترجمة أزمة الثقافة العربية.. لماذا؟

الدعوة إلى افتتاح أقسام للترجمة إلى جميع اللغات في الجامعات العربية

عوامل التأثير في الترجمة


http://www.aleqt.com/2006/01/03/article_21741.html

تحميل الجامعات مسؤولية ندرة المترجمين الفوريين

Encounter at Effat university on interpreting at Arab Universities

  مشاركون في ملتقى جامعة عفت يتهمون مؤسسات التعليم العالي بإهمال الترجمة

http://www.aawsat.com/details.asp?section=43&article=704364&issueno=12406

يبدو أن المشكلة تتجلى أساسا في غياب الأطر أو بالأحرى انعدامها على المستوى العربي. فالترجمة الفورية عملية معقدة سواء للبحث أو للمارسة أو للتدريس أو للتعلم، فضلا عن أن ميدان الترجمة الفورية  هو ميدان ناشئ من ناحية البحوث و الدراسات العليا أما من الناحية العملية فان تكوين المترجمين الفوريين للمؤتمرات او اللقاءات امر ساري بأوروبا ولديهم تجارب معروفة خصوصا الجامعات بسويسرا و فرنسا و بلجيكا و اسبانيا............تجارب يمكن الاستفادة منها .وعليه فمن اللازم ان نخطط وننشأ برامج ومحتويات و أنشطة تعليم و تعلم مناسبة  و طرق تدريس ديناميكية تعتمد على اسس تربوية ومهنية لتدريب مترجمي المستقبل بالجامعات العربية

فؤاد   

لماذا الحاجة الى اعادة النظر في تدريس وتعلم الترجمة بالجامعات المغربية ؟ فؤاد الكرنيشي   Why should we re-examine Translator education and training at university level in Morocco?
By Fouad El karnichi  |
The need to institutionalise translation at the Moroccan universities: Following recent reforms in higher education in Morocco pledging for a review and re-examination of the current pedago-curricular issues  at tertiary level in order to develop innovative, dynamic and efficient tools  to lead the educational output to serve durable, social and economical needs, only few postgraduate programs were created to satisfy both professional and academic purposes. It seems that the Fahd school of translation is taking the monopoly of training translators in the country, despite the fact that translation programmes (BA's, MA's and even PhD's) witness a constant growth wordlwide. In the words of Susan Bassnet (2002: 1) : “Today interest in the field (of translation) has never been stronger and the study of translation is taking place alongside an increase in its practice all over the world.” It seems that the first step to follow in order to equip our future translators with the education and training that could ease their integration into the professional world and job market is a careful rethinking and examining of the methodologies as well as the institutionalisation of the discipline .The last point is the focus of this article. If the first factor could provide the tools and the aptitude the student translator need the latter (institutionalisation) would provide the social recognition, respect and face value that is worthy of every profession. In this respect Anthony Pym (2010:198) states: “Regardless of whatever the theories (of translation) might actually say, the institutionalisation of this field within the social sciences is a supportive correlative of the professionalisation of Translation ". In the same vein Caminade and Pym (2001:1716) stipulated the ‘dramatic’ increase in the number of translation and institutions offering diplomas in the west during the last three decades. Further they pointed out that the number of translator training institutes was raised from “49 in 1960 up to 250 in 1995”. Further, in relation to the impact of institutionalising translation on the development of research and translation pedagogy, Caminade and Pym (2001:1717) state\ that after translator training was integrated within the academic arena it became gradually ‘attached’ to TRANSLATION STUDIES “ as a result of which pedagogical programmes gained “greater legitimacy within the university environment”. Further, Ulrych (1996:253) argues that "trends in translation pedagogy are increasingly in favour of interfacing vocational and educational components", which adds to the ongoing literature that supports the idea that a balance between the professional and the academic sides are feasible. Has Moroccan universities been active in this sense in responding to the ongoing advances and progress that is taking place to a discipline that has been underestimated within the academic corridors for so long? The situation In Morocco: Unlike other countries in the world, including the Arab world, Translator training programs at university level had taken a very slow path in Morocco. Apart from The Fahd School of Translation (1986) (annexed to the University of Abdel Malik saadi later on, only a timid tentative had been launched to establish two Master level translation programs in the Faculties of Arts and Human Sciences at Al Jadida (University Chouaib Doukali) and Mohammedia (Hassan2 University) and more recently at the Sultane Moulay Slimane University in Beni Melal. In Algeria ,Universities in Major Cities(Oran, Algier and Annaba), and following a state decree and major changes in the management and organization of Algiers university during the eighties, had even went far in including Translation units, departments or annexing existing institutes of translation within the foreign languages departments. In the new millennium, the universities went far to include postgraduate degrees including a doctorate program, in addition to the already existing four year undergraduate programmes Aisssani (2000: 482-484). It seems that our neighbours are doing better. In Morocco, despite this sloppy surge in translator training and education programs within the foreign language departments in the last 10 years , we fear that we still lag behind in terms of fundamental factors necessary for enhancing and establishing the institutionalisation of the interdisciplinary field of translation ;such as integrating adequate and viable theoretical framework ,establishing pertinent databases for corpus studies and terminology, providing pedagogical tools and methods that make use of both theory and practice as well as introducing authentic real life situation into practical translation classroom….not to forget training teaching personnel to deliver sound and appropriate methods within the classroom…ect.It seems that there is a call to actively catch up with the fastly growing activities worldwide in translation practice, theory and research that had taken place during the last few years especially after Holme’s (1972/2000) initiative of envisaging his Map (Holme’s map) of Translation Studies as a prominent theoretical framework for the practice of translation. Holmes classified Translation studies as a field of scientific research into three categories: descriptive translation , theoretical translation and applied translation (this includes translator training).Our field of research falls within the last category. This initiative had paved the way for the mushrooming of various translator training and education programs at tertiary level in the west followed by some Asian countries the likes of china and India and then other countries in the developing world: Africa, the Middle east and south America .However, the question remains -as far as the Moroccan context is concerned-did we make use of that broad body of ‘translatorial’ knowledge and integrate it in our post grade programs as a reference framework to use by teachers and students alike in our translation programs and open the doors for research initiatives in Translation as well as improving the teaching and learning objectives to be geared towards professional ends?. Did any teaching staff had ever tempted to use theoretical inputs from translation studies to explain and justify translation problems during the translation workshops /group works or even in classroom teaching? Did the students ever use that type of metalanguage either in their classroom discussion or in their BA monograph? Did any professional practising translator have ever though to embed this substance in their revision commentaries or in discussing their translation choices with their clients or their fellow colleagues? In our opinion answers to the above questions may shed some lights into finding the right pathways to plan an efficient, innovative and realistic translation curriculum for advanced translation students in our universities. Institutionalising the discipline with the university context can be a promising platform to launch the said translation project that could serve not only academia but society and the economy as well. In this article, am going to limit my intervention to explain and analyse the first point that deals with the integration of theory and practice in the postgraduate university translation curriculum as a crucial step to move forward to institutionalising the discipline and gain the respect it deserves within our society.  University, Translation and Society Universities as institutions have their social obligation to equip students with the best education and with life long durable competences and knowledge that they could use to contribute to social and economic developments. In this regard, Neubert (1989:5) states that the type of translation studied at universities should not be taught to stay within the coffins of ‘an intellectual ivory tower’, but to serve ‘social needs”.  A clear example about the social benefits that translation activities could deliver to society is the dubbing of the south American soap series at the national TV channel 2M .After being carried out for too long with French and then Egyptian series and movies, the idea of localising the foreign movies and series could well improve the social and economical development in the country and translation industry alike. It makes perfect sense to diffuse a program in a language that most of our population can understand: Moroccan dialect. From the perspective of translation studies, as an area of research and knowledge on translation (spoken or written) ,this is an innovative initiative and welcoming move. Translation studies, as we mentioned before, is broader in scope and it comprises the study of both standard languages and local varieties .It is a professional activity that satisfies communicative social needs. Still, there seems to be resistance from conservative views which considers that the use of non-standard Arabic or even native-indigenous languages as a form of public speech or discourse is politically motivated and part of the colonial campaign against the use and usage of standard Arabic. Another example consists in the work of some NGOs in Morocco who tend to reach the far remote neglected social groups and areas in the country to either fight poverty or aridity in the framework of humanitarian and sustainable development activities. These organisations always use local intermediaries to mediate with the local population and, perhaps, translating documents as well. So translators /Interpreters facilitate the communication between the organisations that seek to help the needy persons who-themselves- benefit from the action respectively. We believe that a better structuring of that activity via delivering appropriate and professional training could well benefit the system, the NGOs and the beneficiaries; such community interpreting ,sight translation…ect. On the other hand some of these organisations have recently went far in spreading missionary work taking advantage of both the untrained interpreters (at least training on ethics) and the poverty and ignorance of the local population. This is indeed a point to reconsider as it threatens a major pillar of our identity: Islam and our system of beliefs. Finally, and due to the strategic geopolitical position of Morocco on the world map , the language mediation sector is quite an important product that is in demand to satisfy the needs of the business ,international cooperation and socio-economic development. Currently, there seems to be chaos in the market as to the real actors and market mechanisms that govern the translation and interpreting industries in Morocco. We hope to give to the outside world a professional outlook of the communications we provide in other languages for the investors ,foreign governments ,foreign entities of any type about the quality ,professional standards of our documents or communications –be it written or oral. Therefore, we support the idea that it is helpful for the actors in the translation industry and practice to receive a type of education and training in translation /interpreting: short term or long term, either for aspiring new translators in the market or for already practising translators. They need to be recognised and visible. Hence, well structured quality and professional education in translation may contribute to a remarkable output and benefit remarkably both society and the economy alike. In the below paragraphs we shall highlight the current translator training environment at Moroccan universities and diagnose the existing syllabuses and course contents and their viability vis-à-vis the Moroccan context and the ongoing practises worldwide. In the below section, I shall tackle the issues highlighted in the previous paragraphs: The existence or non-existence of an adequate and convenient theoretical components proper to the practice of translation as an end in its own right and a field of research, and which will serve as the resource for the development of a metalanguage that future professional translators or researchers in translation may need in their professional practice. Current Issues the teaching of Translation at Moroccan universities: Undergraduates and Postgraduates. Highlights on the teaching of translation in Morocco In terms of course contents ,the teaching of translation at the Moroccan university for advanced students in tertiary level was portrayed to be lacking of a structured and adequate theoretical components that could be of great use and help to both teachers and students. For instance, it has been argued that teachers do neither rely on ongoing models or approaches in the field, nor on the ‘the recent development in functional and text linguistics”, this includes areas like text linguistics, register analysis, pragmatics, discourse analysis (Mehrash, 2003: 105). A point we strongly support after our experience in teaching translation practice and theory for undergraduates and postgraduate students in Morocco. Some translation programs may include a theoretical input such as Discourse analysis or Contrastive linguistics or comparative stylistics .Still, they are taught from a linguistic prescriptive and not applied to translation practice. Their scope is not sufficient to befit an interdisciplinary and multifaceted course like translation. The role of the translator in making conscious choices and strategies seem to be excluded during classroom translation activities .Real life and workplace activities are excluded from the practical translation course. This seems an issue that need to be revised and approached differently and with an appropriate teaching methodology. Also, few BA monographs written by students of the English department of Mohamed 5 university (Rabat) on the issues they faced in the way translation was taught at their university, they all agree on the very poor use of the theory of translation insights or various other approaches in the field of translation study: such as the linguistic, functional linguistic, text linguistics or discursive approaches that have been known for so long in the literature. They made it clear that it would be helpful for them if their translation workshops were better structured and commented on the part of the teacher and that relevant and applied theoretical contents should be added to the program to support their commentaries and reflexions.Further, there were unhappy responses from the students in their monographs about material (texts) and the teacher centred and monotonous methodology. Still, is it the fault of the administration to appoint unsuitable staff to deliver such a diverse course OR the objectives of the administration for that course are clearly outlined to achieve only language proficiency? or is there an impasse and a lack of innovative methods of teaching translation, also the lack of adequate personnel to do the task? Or just the course is looked at as of minor importance, despite the fact that many scholars (literary or linguists) seem to be highly interested in translation!. Although Mehrash had used the above components as evaluation and assessment criteria in his research on both novice and trained translators to assess the performance of the heterogeneous group of students, we believe that it might be an important tool to be used by competent teachers in the classroom, especially in an advanced specialised translation course. The critical issue, though, is how to apply that theoretical component and bridge it with practice during a translation practicum, or even during delivering a dynamic non-translation ‘cours magistrales’ for translation students using corpus methodology instead of actual translation practice as a pre-translation warm up exercise for the advanced students. Also, whether the functional /textual approach seems not to be a narrow and insufficient to approach authentic translation assignments and projects? I prefer to leave this particular point until the upcoming article on teaching methodology. In the same vein, (Messoudi :2003)stipulates that the stifling of the translation act or the teaching of translation for inappropriate ends (such as : as a means to teach foreign languages )in Morocco, the lack of pertinent translation manuals ,the ‘timid’ and ‘discrete’ presence of research papers and publications in translation studies ,as well as the delay-including other countries- to promote teaching the role of ethics in translation education ,and finally the delay in developing pertinent professional translation programs ….all these factors contributed to ‘the stagnation’ of the teaching of translation in Morocco. Messoudi’s highlights seem more curriculum-oriented since she tackles broad issues in the pedagogy, such as the objectives of the program , reference to teaching material, research issues in translation , ethical and professional side of the discipline. These elements –if properly re-examined and tackled- might contribute to major macro improvement in our translation programs at the tertiary level. She also contends that the solution to tackle this problem remains in the hands of authorities in charge as well as the course planners who should see the translation activity as an end in itself and taught as such, and not as a ‘didactic support’. Also she reiterates that reflecting on translation studies in Arabic is strongly encouraged and could be the way ahead to achieve progress in our context (Messoudi 2003). We adhere to Messoudi’s broad and comprehensive coverage of major issues in translation programs in morocco, but we have reservation on the use of manuals for advanced students of translation; rather we should be looking at resources such as current rewrites in the discipline since we are at an advanced program where not only practice is at stake but research as well .Added to this is the importance of teaching authentic and project based texts to advanced students of translation. For instance students may consult current rewrites(Munday 2000 ,Venuti 2000 ) , in translation studies and other important books comprising insightful theories such as Christiane Nord’s (1997) used by many teachers to teach dynamic texts types such as marketing documentation, advertising, all types of commercially oriented texts. Added to this is the necessity to provide authentic/not outdated materials (texts) for students and that classroom teaching should be addressed with a different pedagogy and that activities should be organised with a more collaborative and cooperative way rather than a purely teacher cantered method. From the above interventions on the situation of the translation didactics and pedagogy in morocco, we could sense the flaws in which we are in and the urgent need to revise the curriculum, develop and reorganise the syllabus as well as the teaching pedagogy for both the programs and the independent courses of translation taught in undergraduate levels for final year students in the department of modern languages. Further highlights In parallel to the previous inputs regarding the importance of embedding the teaching of theoretical components, Ulrych (1996:257) raises the following questions: “what kind of theory is to be presented? and how much ?”.She suggests representing theories of translation that refer to translation as a product (a body of knowledge comprising history, principles ...etc) and then as a process (which deals with the actual ‘translating’ act that translators undergo).She further adds that: “Members of all professions have a historical and theoretical component to their expertise. It is only against a theoretical background of translation that effective decision making and production can take place (…) the problem arises, therefore, of how to integrate a course on translation theory within the curriculum.” In my opinion, and in an answer to Ulrych’s previous statement on how to integrate theory as content material in a postgraduate translation program in the Moroccan context, and in reference to our experience in teaching theoretical inputs in translation courses at university level in Morocco, we propose: Either to teach translation theory and principles in the first semester of a Masters course or –preferably- teach the component in parallel with the translation course in third year undergraduate studies in English language departments (i.e including two course elements of translation for finalist undergraduates: the translation practicum and the course about the principles, techniques of translation). .This would yield the following outputs: 1-Equip students of the English department who are willing to embark on a translation program with sufficient basic background about the area of study they wish to represent in the real world: its principles and strategies. Also, it will be the type of knowledge that will serve them for life time as professionals, practitioners, teachers or researchers in the field. 2-Allow the students to have basic metalanguage to address their assignments in the classroom vis-à-vis their teacher (provided that a more interactive dynamic pedagogy is applied) or as a theoretical framework for their final BA project if they choose to undertake it in translation. At the Masters level, we propose the translation theory/principles component to be taught along the history of translation prior to teaching Translation Studies and its recent developments. The first to address the principles and practises of translation over the ages either in the west or in the east (including Islamic or Arabic experiences, mainly the translation tradition in Morocco).We believe that historical background is of great importance to the future professional translator to enhance his/her status and be conscious of heritage of the discipline he /she has chosen to engage in. Also ,teaching or learning the history of translation by both translator trainees and practising translators is a crucial step into building professional translation aptitude since ‘ they develop a self concept as translators working in a specific historical situation’ like their fellow colleagues did over the ages . Brian Mossop (2003:49). Also , other scholars in translation studies had highlighted that trainee translators should not feel that they are entering a “brand new profession” with no historic roots whatsoever; rather , they should be aware of the roles played by its professionals (western or eastern professionals) and it is a profession that has “evolved over time like other forms of human activity” ,and that holding such an attitude on the part of the students “may also contribute to enhancing the social status of the profession” (Chesterman, 1996: p 67). Added to the previous highlights on bridging the practical and educational parts in translator training as well as the importance of teaching theory and critical thinking and its applicability in the practical translation sessions of the future language mediator expert, Echeverri (2005:9) contends that the teaching of a translation proper metalanguage should be a strategic factor in the syllabus design and curriculum building. He stipulates that ‘familiarizing’ students with the translation metalanguage as well as promoting its use (through classroom discussion, research, assignments and group projects, and commentaries) is one of the “determining factors of the professional character of university education”. Echeveri’s view point clearly determines the importance of combining the substance(the metalinguistic and metacognitive baggage) with the practice (the actual transferring ,instrumental and generic and relational skills that would facilitate the integration of the trainee translator in the modern market place ).He further elaborates on the pedagogical outcome of that initiative , especially in collaborative work between students within an actual and realistic classroom interaction, whereby they autonomously identify translation problems ,use various instrumental and non instrumental means to solve them and find solutions .In this regards Echeveri,follows the footsteps of kiraly’s(2001) social constructivism trend applied in the actual classroom context of translator training. At a postgraduate level, the institutionalisation and balancing of education and practice of the translation act, as well as improving the infrastructure and providing resources to run the pedagogical operations should yield quality output and achieve sustainable results. Also, Maria Gonzales (2005) enthusiastically supports the idea of embedding the teaching of translation studies in university translation programmes .She argues the great benefits that an ‘intertwinement’ and ‘parallelism’ between various theoretical developments in translation studies and the translation didactics may bring into a translator training program .She, advocates the use of a variety of theoretical approaches (not only textual /linguistic approaches ) in translation classes during practical assignments. Contrary to Gonzales , Hatim and Mason (1997) who emphasise the role of text types and functional text grammar as a determining factor on translator education, which is centred –according to them- around text types and that each type of text imposes different ‘demands’ on the translator in terms of choices and strategies .This approach was well explained by Gonzales in her article , but she contended that it is –within the framework of current trends in Translation studies- narrow and needs more scope such as the embedding of other approaches as well ,not only the textual/discursive dimensions .Still, Hatim’s approach may suit better a an advanced university course in translation where Arabic is involved and due to its academic orientation. So, in terms of scope, and within university teaching contexts, it is advisable to let students understand that translation process or translation product can be approached from a wide perspective depending on functional, historical, textual, ethical, social and cultural criteria of communicative situation in which the translation act or the text itself operates. Out of all these options, students need to critically build the appropriate strategy to apply a choice to adopt in the translation process. Therefore, flexibility is a feature to account for in the training /education process of future to be translators. Conclusion: In this paper we tried to present and highlight one of the core issues inhibiting the translator training and education programme at the university level for postgraduate students of translation in Morocco. Perhaps the same issue applies in other educational establishments in the region. Various reasons were at stake of the said stagnation, such as the lack of a proper pedagogy that could gear the advanced translation course towards professional purposes without neglecting the importance of the educational components .If the vocational part of the courses takes care of developing appropriate and tailored skills, the educational elements in the curriculum will ensure delivering students equipped with critical thinking and durable competences. Universities are the best place to get balanced education-training opportunities for tomorrow’s translators in morocco. Still, the institutionalisation of Translator training programs is a major step towards achieving major improvements in professionalising translation. Still, institutionalising the new emerged discipline is conditioned by the existing or not of various factors; such as viable pedagogical program, pertinent curricula and adequate teaching methodologies and personnel. Further, it is to be highlighted that Translation research activities aim to work cooperatively with the practitioners .No one benefits from keeping the divide between academia and the practitioners of translation; Because , the latters are the ones who could provide data and feedback for the scholars (mostly translation problems and issues) .Reciprocally , the practitioners will be in need of the translation studies as a main framework of reference for them when the need to resolve problems in the professions (text problems, ethical problems ..ect) , in addition to the fact that having such institutionalised profession may well enhance the social and professional status of the practitioners as well. Similar to any other type of profession. The above strategy will yield an important outcome that is badly needed in postgraduate studies related to translation: research data and methodologies. Developing and making use of the metalanguage proper to translation research will contribute remarkably to both institutionalising and professionalising translation at university level. Finally, we hope that by using an adequate and planned theoretical component in a translation curriculum as well as promoting translation research will have a considerable impact on the discipline and the profession and raise from its standards in both the market and society alike. Bibliograpgy : - Aïssani, A .(2000).« L'enseignement de la traduction en Algérie » Meta, vol. 45, n° 3, p. 480-490. -  Echeverri, A .(2005). « la importancia de la investigación collaborative en la pedagogía de la traducción » Meta,Vol.50, n° 4. - Calzada Pérez, M. (2004). Applying Translation Theory in Teaching, in Perspectives: Studies in Translatology, Vol. 12, No. 2. - CAMINADE, M.; PYM, A. (2000). «Translator-training institutions». In: BAKER, M. (eds.).Routledge encyclopedia of Translation Studies. 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