چکیده (انگلیسی):

This study assesses the incidence of androgogical principles and practices in the postgraduate Translator Training
programme of the Advanced School of Translators and Interpreters (ASTI) in Cameroon. It posits that teaching that
engages androgogical principles and practices are more germane to professional postgraduate Translator Training
programmes that educate and service adult students. As a relatively uncharted area in Translation Studies, the paper
seeks to assess students and faculty’s attitudes towards the principles and practices of adult education and the
difficulties encountered in their effective implementation. The aim of the study is to recommend androgogicallyoriented translation teaching methods asa more effectivealternative to effete pedagogical approaches. The subjects for
this study comprised a convenience sample of 41 trainee translators and 08 translator trainers of ASTI. Three data
collection methods were used: an affective survey questionnaire, classroom observation, and a literature review
component, which provided empirical data on the principles and practices of andragogy and pedagogy. The study
demonstrates that knowledge of adult learners goes beyond the most commonly studied demographic variables of age
and gender,and uncovers new variables that influence learning and student satisfaction in Translator Training.