ABSTRACT
This conclusion presents an overview of key concepts covered in the preceding chapters of this book. Translator trainers would surely agree that translator competence should be the primary goal of our translator education programmes. It goes without saying that our institutional programmes should be producing graduates that the community of professional translators as well as the clients of translator's services would judge to be competent language mediators. There is probably also a high degree of consensus on what translator competence entails, at least within particular language communities. However, is a consensus on how translator competence can be acquired or learned. Traditionally rooted in the adjacent domains of linguistics and philology, translation studies as a field is just beginning to develop its own educational culture. The creation of a research culture by teachers and students together would, constitute a powerful force for catapulting educational practice in translator education into the 21st century.
