REPUBLIC OF CAMEROON REPUBLIQUE DU CAMEROUN

PEACE-WORK-FATHERLAND
v PAIX-TRAVAIL-PATRIE
********** **********
MINISTRY OF HIGHER EDUCATION MINISTÈRE DE L’ENSEIGNEMENT
********** SUPERIEUR
UNIVERSITY OF BUEA **********
********** UNIVERSITÉ DE BUEA
ADVANCED SCHOOL OF TRANSLATORS **********
AND INTERPRETERS ÉCOLE SUPÉRIEUR DE TRADUCTEURS
********** ET INTERPRÈTES
**********

PRACTICUM REPORT
PRESENTED BY:

AYUK CHRISTOPHER TAMBE

Matriculation number: AS21A016
Under the supervision of:

MISS CHEN YING- 陈老师

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 Table of Contents

ACKNOWLEDGEMENT................................................................................................................................
INTRODUCTION............................................................................................................................................
2. HISTORY AND STRUCTURE OF ORGANIZATION..............................................................................
A- History:......................................................................................................................5
B- Structure:.......................................................................................................................................................7
CHAPTER 1- INTERCULTURAL COMMUNICATION..............................................................................
Activity 1: Teaching Practice......................................................................................................................
Activity 2: The Voice Cameroon (Chinese Song Competition).....................................................................
Activity 3: 39th edition of International Women's Day..................................................................................
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Activity 4: Chinese Language Day...............................................................................................................
Activity 5: Exploring China-Cameroon Food Day.........................................................................................
CHAPTER 2: TERMINOLOGY....................................................................................................................
1- Ministry of Human Resources and Social Security (MOHRSS)................................32
2- The Ministry of Agriculture and Rural Affairs (MARA)...........................................39
3- Enviromental Science..................................................................................................44
4- Ministry of Civil Affairs and the National Health Commission.................................48
5- World Health Organization:........................................................................................53
CHAPTER 3: TRANSLATION.....................................................................................................................
Knowledge acquired with regards to Chinese-English Translation............................................................
Specialized Translation: To French.......................................................................................................................62
Specialized Translation to English........................................................................................................................64
Specialized Translation: Chinese to English..........................................................................................................66
GENEREL TRANSLATIONS...................................................................................................................
A- To French.....................................................................................................................................................69
B- To English.....................................................................................................................................................71
C- Chinese to English........................................................................................................................................73
3- Transcribing and Translation :....................................................................................81
CHAPTER 4: INTERPRETATION...............................................................................................................
1- Sight Translation:........................................................................................................84
2- Dialogue Interpreting..................................................................................................88
CONCLUSION........................................................................................................................................................89

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APPENDIX.....................................................................................................................................................

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 ACKNOWLEDGEMENT

First, I would like to thank Ms. Xue Xiaobin, Chinese Director, of the Confucius Institute
at the University of Yaoundé II for giving me the opportunity to do an internship within
the organization.

I would like to thank Ms. Chen Ying, our internship coordinator and supervisor, for her
support, constructive criticism and guidance through out this internship.

I would also like to thank my course mates that worked along with me; Touko Zacharie
Denis, Tah Abono Jepthe, and Evans Lynn Agbor Egbe for their patience and openness
which created an enjoyable working environment.

I am highly grateful to Dr. Derek Asaba, who was the driving force behind the pursuit and
achievement of the Chinese proficiency exam (HSK 3), that made me eligible for this
internship.

I would like to express my gratitude to my Head of the Department Dr. Tanyitiku Enaka
Agbor II, for her unwavering support and approval of this internship. Her belief in us has
not only provided us with the opportunity to enhance our skills in our third language but has
also opened doors to new opportunities.

A big Thank You to my family, especially my parents, who gave me financial and moral
support during the internship.

It is indeed with an immense sense of gratitude that I acknowledge all these

individuals.

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 INTRODUCTION

The Advanced school of translators and interpreters (ASTI), Division III, emphasizes
this practicum as part of its professional training in translation and interpreting. The
practicum is designed to provide hands-on experience in the field, allowing students to
apply theoretical knowledge into field tasks. It is a requirement that serves as a partial
fulfillment to be awarded a Bachelor of Arts in Translation and Intercultural Studies.
Upon completion of the professional training, graduates will be equipped to work as
junior translators, proofreaders, transcribers, language service providers, and
translation, localization, and terminology consultants, as well as language teachers.

The main goal of this two-month academic internship, which took place from March 4
to May 6, was to enhance students' translation/interpreting and intercultural skills and
prepare them for future careers in translation. By the end of the practicum, students are
expected be able to demonstrate proficiency in translating different types of texts, as
well as an understanding of the ethical and professional standards in the field of
translation.

Moreover, this practicum at the Confucius Institute represents a pioneering initiative

within ASTI, marking the first of its kind in which interns engage primarily with the
Chinese language, one of the four languages central to ASTI’s undergraduate
curriculum. To qualify for this unique opportunity, students were required to pass at
least one Chinese proficiency test, setting a foundational precedent. This prerequisite
not only ensured a certain level of linguistic competence but also positioned
participants to actively adapt and enhance their skills under systematic guidance and
training. The program aims to cultivate students' abilities in translation, interpretation,
proofreading, and editing within the Chinese domain, while also fostering a deep
understanding of the nuances and distinct modes of thought inherent in English, French,
and Chinese.

As such, this report aims to present all the activities carried out in the areas of
intercultural communication, terminology, translation, and interpretation in the domain
of the Chinese language. These activities will be presented while demonstrating their
accordance with the knowledge imparted to us in the above-mentioned courses.

Following this introduction is a presentation of the history and structure of the

Institution in which we did our internship, the tasks carried out under their supervision
and guidance , and an outline of our daily activities.

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 2. HISTORY AND STRUCTURE OF ORGANIZATION

A- History:

The teaching of the Chinese language in Cameroon extends beyond a 22-year

history. In December 1995, the Ministry of Education of the People's Republic of
China and the Government of Cameroon signed a contract to establish the Chinese
Language Training Center. In October 1996, the Chinese Language Training Center
began its training activities on the campus of the Institute of International Relations
in Cameroon, with Zhejiang Normal University entrusted to manage it. Since then,
Chinese language teaching has been open to all those interested in studying Chinese.

Cameroon is among the countries that have had an extended cooperation with China
(Nordtveit, 2011, p. 99). The cooperation between Cameroon and China dates back
to 1970, when diplomatic relations were established. This cooperation has seen
significant development since 1990, covering political, economic, and educational
sectors (Cabestan, 2015, p. 67).

In the educational sector, China is an important partner for Cameroon, providing

support such as laboratory equipment, scholarships, and the establishment of the
Mandarin language teaching center, which was transformed into the Confucius
Institute in 2007 (Jansson, 2009, p. 7). The Confucius Institute plays a crucial role in
educational and cultural exchange between the two countries.

The Confucius Institute is considered the largest international educational

cooperation project in human history and the largest internationalization project in
China, aiming to promote the teaching of the Chinese language and the
popularization of Chinese culture worldwide (J. Li & Xiaohong, 2016). It serves as a
tool of public diplomacy for Chinese foreign affairs (Hartig, 2016), and is also seen
as a form of cultural diplomacy that is state-sponsored and university-piloted, aimed
at gaining China a more sympathetic global reception (Pan, 2013, p. 22). As of 2021,

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541 Confucius Institutes and 1170 Confucius Classrooms have been established in
162 countries and regions worldwide since 2004. In Africa, 61 Confucius Institutes
and 48 Confucius Classrooms have been set up in 46 countries (Hanban, 2021).

In Cameroon, the Confucius Institute was launched on November 9th, 2007,

replacing the former Chinese Language Training Center established in 1996. It is the
third Confucius Institute in Africa, following the Confucius Institute at the
University of Nairobi (Kenya) launched on December 19th, 2005, and the Confucius
Institute at the University of Zimbabwe established on November 2nd (Gonondo,
2018, pp. 87–88). The Confucius Institute at the University of Yaoundé 2 is
currently jointly managed by Zhejiang Normal University and the University of
Yaoundé 2. It focuses on training for the 'Chinese Bridge' competition, Chinese
proficiency test preparation, and teaching Chinese language and culture. The
Confucius Institute at the University of Yaoundé 2 serves as a platform for teaching
Chinese language and culture in Cameroon and neighboring countries. This institute,
which trains Chinese language talents, also serves as a platform for promoting
economic, educational, and cultural exchanges between the two countries.

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 B- Structure :
The Confucius Institute offers Chinese language and cultural programs, including
preparation for the HSK (Hanyu Shuiping Kaoshi) proficiency exams, which are divided
into six levels. Here's a general structure based on the HSK levels:

1- HSK 1 (Elementary):

 Basic vocabulary: Around 150 words

 Simple sentence structures
 Topics include greetings, introducing oneself, numbers, dates, and time.
 Focus on listening and speaking skills.

2- HSK 2 (Elementary):

 Expanded vocabulary: Around 300 words

 More complex sentence structures
 Topics include daily routines, hobbies, shopping, and making appointments.
 Continued emphasis on listening and speaking, with some reading and writing
practice introduced.

3- HSK 3 (Intermediate):

 Vocabulary: Around 600 words

 Intermediate-level grammar and sentence patterns
 Topics include travel, dining, health, and expressing opinions.
 Increased focus on reading comprehension and writing, along with continued
practice in listening and speaking.

4- HSK 4 (Intermediate):

 Vocabulary: Around 1200 words

 Advanced sentence structures and expressions
 Topics cover work, education, social issues, and cultural aspects.
 Comprehensive training in all language skills: listening, speaking, reading, and
writing.

5- HSK 5 (Advanced):

 Vocabulary: Around 2500 words

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 Complex and nuanced language usage
 Topics include politics, economics, literature, and advanced social issues.
 Intensive practice in comprehension, expression, and composition, with a focus on
formal and academic language.

6- HSK 6 (Advanced):

 Vocabulary: Over 5000 words

 Mastery of advanced language structures and idiomatic expressions
 Topics encompass a wide range of fields, including science, philosophy, and current
affairs.
 Proficiency in understanding and producing high-level texts, as well as engaging in
complex discussions and debates.

At the Confucius Institute, students progress through these levels gradually, building
upon their language skills and cultural understanding. Classes typically include a
combination of lectures, exercises, group activities, and practice exams to prepare
students thoroughly for each HSK level. Additionally, cultural immersion activities and
supplementary resources may be provided to enrich the learning experience.

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 CHAPTER 1- INTERCULTURAL COMMUNICATION

Intercultural communication involves the exchange of information between individuals or

groups from different cultural backgrounds, navigating differences in language, values,
beliefs, customs, and communication styles to achieve mutual understanding and
meaningful interaction. Key characteristics include cultural awareness, context sensitivity,
adaptability, empathy and respect, nonverbal communication, language barriers, conflict
resolution, and cultural competence. Cultural awareness involves understanding and
appreciating other cultures, while context sensitivity involves sensitivity to communication
norms and behaviors. Adaptability involves adapting communication styles, language, and
behavior to accommodate cultural differences. Empathy and respect are essential for valuing
diverse perspectives and avoiding ethnocentrism or cultural bias. Effective conflict
resolution strategies include active listening, clarification, negotiation, and compromise.;

As a result, during this internship, which was highlighted with numerous cultural activities,
interns had the following tasks:

1- Observe and identify significant aspects of intercultural communication throughout

these events.

2- Analyzing how different cultural backgrounds influenced the way individuals

interacted with each other and approached cultural events in the course of these
events.

3- Evaluating the effectiveness of various communication strategies used in

intercultural interactions during these events.

4- Identifying areas for improvement in cross-cultural communication skills to enhance

future interactions.

5- Developing action plans to address any communication barriers that may arise
during these events.

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 Activity 1 : Teaching Practice

Amongst many activities, interns were required to take part in the teaching practice, where
they were given the opportunity to lead their own classroom lessons and receive feedback
from experienced teachers. This falls under the category of intercultural communication
because the central idea was to observe and analyze the differences in experience, teaching
approach, and student reception between Chinese lessons taught by Chinese and Chinese
lessons given by Cameroonians. The findings revealed significant variations in student
engagement and learning outcomes based on the teacher's cultural background.

The classes took place at both the Confucius Institute and Franky Comprehensive Secondary
School. Each student was assigned to a class at the Confucius Institute, depending on their
existing proficiency level. As such, I was assigned to the HSK 3 class. Classes at Franky
did not require us to be assigned based on proficiency level because these lower secondary
school classes were taught using introductory materials in Chinese.

An overview of all the actions completed in the area of teaching practice is provided below:

Week 1 and 2:
The activity entailed observing and documenting observations as well as reporting on the
success of lesson plans, classroom management strategies, and the instructors' pedagogical
approaches. Specifically, in terms of lesson preparation, speaking volume and pace,
instruction, word and grammar explanations, teaching strategies, teaching aids, multimedia-
assisted teaching, error correction, time management, and classroom management.

The goal was to provide constructive feedback to help instructors improve their teaching
methods and enhance student learning outcomes. The observations were conducted over a
period of two weeks to ensure a comprehensive assessment of the instructors' overall
performance in the classroom.

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The following observations were made with regards to Chinese lessons being taught by
Chinese teachers:

Lesson Planning:
Teachers utilized interactive methods such as repetition, character identification, and
flashcards to engage students actively.

Pronunciation:
Students followed the teacher's pronunciation, emphasizing clear and audible delivery.

Instruction:
Interactive activities included identifying words on flashcards and engaging in practical
exercises like bending down when prompted with a seasonal word.

Explanation of Words:
The use of flashcards facilitated practical word memorization and understanding.

Teaching Approaches:
Teachers employed varied approaches, including reciting children's songs, memorizing
poems, using songs and gestures for numbers, and identifying pictures for learning days of
the week/year.

Teaching Aid:
Utilization of songs, nursery rhymes, pictures, and word recognition cards enhanced the
learning process.

Error Correction:
Errors were identified and corrected promptly, focusing on pronunciation, character
recognition for lower grades, and coherent sentence construction for HSK students.

Time Management:
Efficient time management allowed for coverage of a broad range of topics, aided by
interactive classroom dynamics.

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Classroom Management:
Classroom management was effective, fostering student motivation, competitiveness, and
active participation through interactive teaching methods.

Conclusion:
The teaching methods employed by Chinese teachers, proved to be interactive, practical,
and effective in engaging students and facilitating language acquisition. These methods
contributed to a conducive learning environment and enhanced student participation and
understanding.

With regards to the class, I was assigned to, under the supervision of Ms. Chen Ying,
the following observations were made:

Lesson Planning:
Ms. Chen's lesson plan involved writing Chinese characters, constructing sentences, and
memorizing conversations to reinforce speaking and character usage.

Pronunciation:
Clear pronunciation was emphasized, with students prompted to repeat words to facilitate
error recognition and correction.

Speed of Speaking:
Ms. Chen maintained a deliberate pace to ensure comprehension among students.

Instruction:
Regular writing practice, sentence construction, and active student engagement were
encouraged, fostering a supportive learning environment.

Explanation of Words:
Contextual explanations and attention to grammatical categories (verbs, nouns, adjectives)
helped students grasp word usage accurately.

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Teaching Approaches:
Ms. Chen demonstrated patience, ensuring comprehension for all students, and encouraged a
positive attitude towards making mistakes as a part of the learning process.

Conclusion:

Ms. Chen's teaching methods in the Level 3 class at the Confucius Institute were
characterized by a comprehensive approach focusing on speaking, writing, and
comprehension. Her patient demeanor, emphasis on active participation, and contextual
explanations contributed to a conducive learning environment, facilitating student progress
and confidence in Mandarin proficiency.

From the observations provided, several characteristics of intercultural communication can

be identified:

1. Adaptation: Chinese teachers at the Confucius Institute adapt their teaching methods to
suit the cultural context of Cameroon, incorporating local examples like Cameroonian
seasons into lessons on Chinese seasons. This demonstrates an awareness of cultural
differences and a willingness to adjust communication strategies accordingly.

2. Interactive Engagement: Teachers engage students through interactive methods such as

repetition, games, and practical exercises. This promotes active participation and fosters a
sense of involvement in the learning process, transcending cultural boundaries.

3. Patience and Understanding: Teachers demonstrate patience an understanding towards

students, encouraging them not to fear making mistakes and providing support in language
acquisition. This reflects an appreciation for the challenges of learning a new language and
a commitment to facilitating cross-cultural understanding.

4. Contextualization: Teachers contextualize language learning by using local examples and

encouraging students to apply language skills in real-life situations. This helps bridge

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cultural differences by relating language to everyday experiences and contexts familiar to
students.

5. Clear Communication: Emphasis is placed on clear pronunciation, explicit explanations,

and deliberate speech to ensure understanding across cultural backgrounds. This highlights
the importance of effective communication in overcoming language barriers and fostering
mutual comprehension.

Overall, these characteristics demonstrate a nuanced approach to intercultural

communication, characterized by adaptability, engagement, empathy, contextualization, and
clarity, all of which are essential for facilitating meaningful cross-cultural interactions and
learning experiences.

Skills acquired:

1- Adaptation: Through these observations, interns gained a deeper understanding of

the process of cultural adaptation, including how to structure communication
depending on the context and cultural background of your audience or
communication partner. We also learned about the importance of patience and
understanding when adapting to different cultural contexts.

2- Cultural awareness and bridging cultural gaps: By contextualizing language

learning through the use on local examples and relating language to students'
everyday experiences and familiar contexts, interns got an insight into how cultural
knowledge can be used to bridge gaps during intercultural communication.

Given that interns had the required competence level and an acquired understanding of how
to provide classes, we were placed in charge of teaching Chinese at Franky Comprehensive
Secondary School for the rest of the practicum.

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Week 3-‘
With regards to Chinese lessons being taught by Cameroonians, particularly interns,
here is the supervisors report on her observations about my teaching practice for the
HSK3 Class:

Lecture records of the Chinese Department of the Confucius Institute at the University
of Yaoundé II, Cameroon

授课教师 Teacher : 斯托弗 (Christopher) 班级 Class: 三级(Level 3) 听课教师 Observer: 陈老师

( Ms.Chen Yin)

教案准备(Lesson Planning)：从试讲时的书到正式讲时的 PPT 制作，有所改进，增加了讲解的趣味性；

中国老师试讲会适当增加一些实物或者图片辅助，也会设计一些趣味活动
发音(Pronunciation)：整体发音还行，能听懂，一些复杂的教学用语及时使用了翻译法，但语音的逐字
清晰度和声调还需要多注意
音量（ Volume）：稍微有点小
语速（Speed of Speaking）：合适

教学指示（ Instruction）：
1、简单和习惯的指令语能够使用中文，复杂的使用了母语翻译；可以尝试示范讲解，减少母语输入；
2、PPT 内容做了分类，能够给出较为直观的指示
词语解释（Explanation of Words）：“除了”讲解运用了直译法，可以尝试更多方法

语法讲解（Explantation of Grammar）：
1、运用了图片直观法和语法翻译法，图片直接生动，有利于语法结构的举例和应用
2、“除了”结构讲解不够清晰，导致学生理解错误，改正过来后，能大概让学生明白；讲课前应该将
教课内容细化、内化，保证准确性
3、讲解时没有足够巧思的导入
4、操练环节准备了相关图片，方便学生进行机械化操练；也可以适当增加一些情景交际性操练
教学方法与技巧 （Teaching Approaches）：直观法、图片法、语法翻译法、问答互动法
教具的使用（ Teaching Aid）：PPT 多媒体工具、黑板板书
多媒体的运用（ Multimedia Assisted Teaching）：Power point Presentation
板书（Board Writing）：“除了”结构在黑板上很清晰地展示了，方便了学生熟记和应用；可以进行思
维导图归纳，增强学生记忆
纠错（Error Correction）：纠错能力有待提高，同时也要预估学生的偏误，做足准备

作业设计 （Assignment）：未设计作业布置环节，需要注意

时间控制(Time Management）：从导入、讲解、操练到总结，整体过程流畅顺利，时间分配也较为合
理。
课堂管理(Classroom management）：内容重要而紧凑，学生集中度高；不过提问环节学生稍微有些

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 吵，教师可以给学生讨论时间，并走下台来进行指导。

In reviewing Christopher's teaching practices for the HSK3 class, the observations
highlight several areas of strength and areas for improvement:

1- Lesson Planning: There has been noticeable improvement in lesson planning, from
using the book during trial lectures to producing engaging PowerPoint presentations
during formal lectures. Incorporating physical objects or pictures to aid explanations
has increased student interest.

2- Pronunciation: Overall pronunciation is understandable, but clarity and tone could

be improved, especially when translating complex teaching terms.

3- Volume and Speed of Speaking: Volume is slightly low, but the speed of speaking
is deemed suitable.

4- Instruction: Christopher effectively uses simple instructions in Chinese and

translates complex ones into the native language. Using more visual aids in
PowerPoint presentations enhances instructional clarity.

5- Explanation of Words and Grammar: While explanations are generally clear,

improvements can be made in translating the word "except" and clarifying the
structure. Refining teaching content before lectures is recommended to ensure
accuracy.

6- Teaching Approaches and Techniques: Christopher employs various teaching

approaches, including intuitive methods, picture methods, grammar translation
methods, and interactive Q&A sessions.

7- Teaching Aids and Multimedia Usage: Effective use of multimedia tools,

primarily PowerPoint presentations, enhances instructional delivery.

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 8- Board Writing and Error Correction: Clear board writing aids student
memorization and application of structures. However, there's room for improvement
in error correction and anticipating student biases.

9- Assignment Design and Time Management: Assignment layouts need

improvement, and better time management is suggested to ensure a smooth flow of
the overall lesson process.
10- Classroom Management: While students are highly engaged, noise levels during
questioning sessions could be addressed by allowing time for discussion and
providing instructions offstage.

In summary, the ability to deliver a lesson effectively is contingent upon a combination

of language proficiency, creativity, and situational adaptation.

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Activity 2: The Voice Cameroon (Chinese Song Competition)
The "Voice of Cameroon" is an annual event organized by the Confucius Institute at the
University of Yaoundé II in Soa, Cameroon. Now in its 10th edition, the competition serves
as a vibrant platform for cultural exchange and celebration between the Chinese community
and local Cameroonian students.

Participants in the competition, who are primarily Cameroonian students interested in

Chinese language and culture, showcase their talents by performing Chinese songs. Through
their performances, participants not only demonstrate their proficiency in the Chinese
language but also express their appreciation for Chinese culture and music.

The competition is more than just a musical event—it symbolizes personal journeys of
language learning, cultural exploration, and academic achievement for many participants.
Winners of the competition are recognized for their dedication and skill, and the event as a
whole fosters cross-cultural communication, understanding, and friendship between China
and Cameroon.

The 10th edition of the "Voice of Cameroon" Chinese Song Competition was held at the
University of Yaoundé II in Soa, Cameroon.

This intercultural activity entails the following:

1- Cultural Exchange: The competition serves as a platform for Chinese people and
the local Cameroonian community to come together and celebrate cultural diversity
through music. It provides an opportunity for Cameroonian students interested in
Chinese language and culture to showcase their talents and engage with the Chinese
community.
2- Language Learning: Participants in the competition learn and perform Chinese
songs, which involves mastering the language's pronunciation, vocabulary, and
intonation. Through this process, participants deepen their understanding of the
Chinese language and culture.
3- Cultural Integration: The competition fosters cultural integration by bringing
together individuals from diverse backgrounds who share a common interest in

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 Chinese language and culture. It facilitates cross-cultural communication and
interaction among participants, judges, and organizers.
4- Personal Development: The competition represents more than just a musical event.
It symbolizes the personal journeys of language learning, cultural exploration, and
academic achievements of the participants. The Confucius Institute played a
significant role in their educational and professional development by providing
opportunities for learning and growth.

It is worth noting that this year's ceremony was met with surprise, as Chinese teachers of the
Confucius Institute, along with the Director, Ms. Xue Xiaobin, performed a Cameroonian
traditional dance. They had put in weeks of practice and were very excited about it. This
filled the hall with joy, as the students were especially pleased to see their teachers connect
with their culture, fostering a sense of unity between the two cultures.

Here is an image from this year’s event

Characteristics of intercultural communication demonstrated in this activity include:

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Cultural Awareness: Participants and organizers demonstrate an awareness and
appreciation of both Chinese and Cameroonian cultures. The competition promotes cultural
exchange and understanding through the performance of Chinese songs by Cameroonian
students.

Adaptability: Organizers of the competition adapt Chinese cultural practices, such as

celebrating the Chinese New Year, to suit the local Cameroonian context. This demonstrates
flexibility and sensitivity to cultural differences.

Empathy and Respect: Participants and organizers show empathy and respect for each
other's cultures, fostering a supportive and inclusive environment for language learning and
cultural exchange.

Language Bridge: The competition serves as a language bridge between China and
Cameroon, facilitating communication and cooperation between the two countries. It
promotes the learning of the Chinese language as a means of enhancing mutual
understanding and friendship.

Skills Acquired:

Interculturalism and Cultural Awareness:

By participating in this event, interns gained an increased sense of cultural awareness. This
is very important for us as future translators. Interns got a deeper insight into what it really
means to relate with other cultures and build meaningful connections, all while using
language to bridge cultural gaps. The experience also allowed interns to understand the
importance of empathy and understanding when it comes to working with individuals from
different backgrounds. This newfound cultural awareness will undoubtedly enhance our
ability to accurately and effectively convey messages between languages and cultures.
Overall, the event served as a valuable learning opportunity for interns to develop the skills
necessary to excel in their future roles as translators.

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Cross-Cultural Communication Skills: Participating in the competition involved effective
communication with Chinese organizers, participants, and judges. This experience improved
our communication skills, enabling us to convey messages accurately and clearly in both
Chinese and French.

Activity 3: 39th edition of International Women's Day

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This event, which is celebrated every March 8, serves as a day to mark the social, economic,
cultural, and political achievements of women around the world. It also serves as a call to
action for accelerating gender equality and women's empowerment. The theme for this
year’s event was "Invest in Women: Accelerate Progress."

The Chinese female instructors were especially pleased about the parade, seeing bold
women from all walks of life and sharing their enthusiasm, demonstrating cross-cultural
unity.

Nevertheless, there were a few minor cross-cultural misconceptions throughout this event
that might be attributed to stereotypes and ethnocentrism.

A- Ethnocentrism
The Confucius institute viewed their invitation to participate in the event as a chance to
showcase Chinese culture, notably through the dragon and lion dance. However, this
initiative received a varied response. While some Cameroonian women found the cultural
performance highly entertaining, others viewed it less favorably, interpreting it as an
attempt to impose Chinese culture and superiority. They noted that the cultural displays
were performed by Cameroonian students.
These observations were made after several displays of discontent, through nonverbal cues
like frowning and shoulder shrugs, as well as subtle inquiries, such as, "What's our
involvement with these Chinese people?" and "Are we aiming to turn into them as well?"

Put differently, the Chinese cultural exhibition was seen as a means of demonstrating that
their culture is superior. Especially notable was the sentiment among few women who held
the belief that March 8 should remain exclusively dedicated to celebrating Cameroonian
women as a significant national holiday, without any additional focus on other cultural
elements.

Action plan to address this Cross-Cultural Misunderstanding:

23
Interns acted as mediators to resolve the misunderstandings by raising cultural awareness.
They explained that the Chinese cultural display was done in the spirit of interculturality
and to enhance the diversity of the parade. They also emphasized the genuine interest of the
Chinese teachers in Cameroonian culture, which could be noted by their women’s day attire,
where even the male teachers had shirts made with the same material. Additionally, interns
provided information about the Confucius Institute. These explanations proved helpful, as
the mood took a shift from skepticism to intrigue, resulting in a harmonious blend of
Chinese cultural presentations and Cameroonian highlife dances, accompanied by picture
taking.

B- Stereotypes
Certain stereotypes were identified, such as people yelling "shing shong" and other similar
sounds at Chinese people. It might be said that this stereotype arises from the impact of
kung-fu movies in popular culture; as such, people constantly prefer to produce such sounds
while talking about anything Chinese-related, especially when they have little or very
limited knowledge of the subject of the Chinese language. It is worth noting that such
stereotypes perpetuate harmful misconceptions and inaccurate portrayals of Chinese culture,
and can contribute to the dehumanization of individuals from different cultures.

Action plan to address this misunderstanding:

Due to a shortage of time, interns used the brief timeframe to foster cultural awareness by
teaching a few words in Chinese, including self introduction and greeting, to discourage the
usage of such stereotypical sounds.

Skills acquired:
Interns had the opportunity to actively engage in mediation and conflict resolution while
learning how to go about it, such as how to clarify misconceptions by offering additional
information.

24
Here are some pictures from the event

25
Activity 4: Chinese Language Day

The Chinese language day is celebrated on the 20th of April each year. This year, it was
celebrated in advance, on the 5th of April, at the Confucius Institute in Yaoundé. It aims to
highlight the importance of Chinese language and culture in fostering global understanding
and cooperation. The day also serves as a reminder of the importance of linguistic diversity
in fostering mutual understanding and cooperation among different cultures. It highlights
the importance of Chinese as one of the most widely spoken languages in the world.

The event typically includes traditional Chinese dances, music performances, calligraphy
demonstrations, and martial arts displays. These activities not only showcase the richness
and beauty of Chinese culture, but also promote cultural exchange and mutual respect
among participants.

This year’s event came with a series of wonderful talent shows, showing the charm and
excellence of Chinese language and culture, including classic drama sketches,Wonderful
traditional Chinese dance, beautiful poetry recitation, moving song performances, ear-
catching musical instruments and other fascinating programs.

Characteristics of intercultural information found in this event:

1. Cultural appreciation and integration: Cameroonian students participating in the

celebration demonstrated an interest in and appreciation for Chinese language and
culture. Their involvement indicated a willingness to engage with cultures outside
their own and integrate elements of Chinese culture into their own lives.

2. Cultural learning: Through their participation in traditional Chinese dances, music

performances, calligraphy demonstrations, and martial arts displays, Cameroonian
students had the opportunity to learn about Chinese culture firsthand. This
experiential learning fosters cultural understanding and empathy, enabling students
to develop a deeper appreciation for customs and traditions out of their own.

26
 3. Cultural adaptation: By showcasing their talent in classic drama sketches,
traditional Chinese dance, poetry recitation, song performances, and musical
instrument playing, Cameroonian students demonstrated their ability to adapt to and
engage with aspects of Chinese culture. This adaptation involves not only learning
new skills but also understanding the historical and cultural context behind these art
forms.

4. Cultural dialogue: The participation of Cameroonian students in the celebration of

Chinese Language Day facilitates a cultural dialogue between Cameroon and China.
Through their performances and interactions with Chinese language and culture,
students contribute to the exchange of ideas, perspectives, and values between the
two countries, enriching bilateral relations and promoting cross-cultural
understanding.

5. Cultural identity: Despite celebrating Chinese Language Day, Cameroonian

students maintained their cultural identity and heritage by including Cameroonian
cultural performances as well. Their participation in the event reflected a willingness
to engage with other cultures while also affirming their own cultural identity. This
balance between cultural appreciation and identity preservation contributes to the
richness and diversity of intercultural communication.

Skills Acquired:

1. Enriched Cultural Knowledge: Through experiential learning, interns learned how

to expand their cultural understanding. It has been noted that exposure to diverse
cultures might foster a deeper appreciation and knowledge of them. This hands-on
approach allows interns to immerse themselves in diverse cultural experiences,
fostering a more well-rounded perspective. By actively engaging with different
customs and traditions, interns can develop empathy and respect for people from
various backgrounds, which is very important for them as future translators and
interculturalists.

27
 2. Cultural Adaptation: Interns got to experience first hand, what it entails to adapt to
a culture, which involves, understanding the historical and cultural context of the art
forms, customs and rituals of that culture.

Here are some pictures from the event

28
Activity 5: Exploring China-Cameroon Food Day

On April 12, the Institute of International Relations of Cameroon (IRIC), a teaching site of
the Confucius Institute at the University of Yaoundé II, and the Institute of Higher
Translation in Yaoundé (ISTIC) jointly held the "China-Cameroon Food Day," which was
attended by more than 90 teachers and students. The "China-Cameroon Food Day" event
aimed to promote Chinese food culture, foster intercultural exchange between China and
Cameroon, and provide a platform for students to showcase their talents and learn about
each other's culinary traditions.

Event Overview:

The event was divided into three zones:

1. Chinese Cuisine Competition Zone: Students were tasked with preparing two
Chinese dishes and explaining them in Chinese. The competition showcased
creativity and culinary skills, with teams impressing judges with their colorful and
flavorful dishes.
2. Dumpling Making Experience Zone: Participants engaged in the hands-on
experience of making dumplings, a quintessential Chinese dish. This activity
provided insight into Chinese culinary techniques and traditions.
3. Cameroon Food Exchange Zone: After experiencing Chinese cuisine, students
shared Cameroonian dishes with teachers, fostering cultural exchange and
discussions on cooking methods and table manners between China and Cameroon.

Event Highlights:

 The competition commenced at 11:30 AM, with students energetically presenting

their dishes to the judges.
 Creativity flourished as some teams paired special drinks and desserts with their
dishes, adding flair to their presentations.
 During halftime, teachers organized small games, enhancing the camaraderie among
students and adding to the lively atmosphere.

29
  Awards were distributed to recognize outstanding performances, encouraging
students to further engage with Chinese language and culture.

The event was a great success in reaching its goals, and students were inspired to learn more
about Chinese language and culture. The engaging and informative activities, which
promoted intercultural understanding and received positive feedback from all parties
involved, were appreciated by the participants.

Characteristics of intercultural communication observed throughout this event:

Cultural exchange: The event facilitated the exchange of culinary traditions between China
and Cameroon. Participants had the opportunity to learn about and appreciate each other's
food culture, promoting mutual understanding and respect.

Language use: Students were required to explain their dishes in Chinese, demonstrating the
use of language as a tool for intercultural communication. This encouraged language
learning and proficiency while bridging linguistic barriers between participants.

Hands-on experience: Through activities such as dumpling making and food sharing,
participants engaged in experiential learning, gaining practical insight into cultural practices
and traditions. This hands-on approach facilitated a deeper understanding of cultural
nuances and customs.

Cultural appreciation: The event fostered an environment of cultural appreciation, where

participants not only showcased their own culinary skills but also expressed interest in
learning about the food culture of others. This attitude of curiosity and openness promoted
mutual respect and appreciation for cultural diversity.

Recognition of excellence: The award ceremony highlighted outstanding performances and

contributions, acknowledging the efforts of participants and encouraging continued
engagement with intercultural learning and communication. This recognition served to
motivate students and reinforce the value of cultural exchange and understanding.

30
Skills Acquired:

Cultural immersion: This event offered interns an immersive experience in cultural

exchange, allowing us to observe and participate in real-world interactions between
different cultures. This firsthand exposure helped interns deepen their understanding of
cultural nuances and gain insights that may not be readily apparent in academic settings.

Interpersonal skills: Collaborating with peers, engaging in teamwork, and building

relationships with participants during this event allowed us cultivate our interpersonal skills.
These skills, include; active listening, empathy, and team work/collaboration.

Here are some pictures from the event

31
 CHAPTER 2: TERMINOLOGY

Terminology typically refers to a specialized set of terms or vocabulary used within a

particular field, discipline, or profession. It encompasses the language and terminology
specific to that field. In order to fully grasp the nuances and intricacies of specialized
language, researchers engage in terminology research.

Terminology research encompasses a broad range of principles, concepts, and frameworks

that aim to understand, explain, and guide the development of specialized vocabularies
within organizational contexts.

It provides a systematic way of studying and analyzing the various designations and
concepts used in specific fields. Through terminology research, organizations can develop
bilingual glossaries tailored to their needs, facilitating effective communication and
understanding across linguistic and cultural barriers.

This section explores the terminological research conducted for various organizations and
specialized fields concerned with the texts we translated, focusing on the translation and
adaptation of 250 concepts between English, French, and Chinese. Establishing these
glossaries was especially helpful as it facilitated our translation works.

32
 1- Ministry of Human Resources and Social Security (MOHRSS)
The Ministry of Human Resources and Social Security is the primary governmental body
responsible for formulating and implementing policies related to employment, labor
relations, social security, and workforce development in China. It oversees labor market
regulations, employment services, vocational training, and unemployment insurance
programs.

No English Definition French Chinese

1 Employment Policy Policies and regulations Politique d'emploi 就 业 政 策 (Jiùyè
formulated by governmental zhèngcè)
bodies regarding employment.
2 Labor relations The interactions and dynamics Relations de 劳 动 关 系
between employers, employees, travail (Láodòng guānxì)
and labor unions.
3 Social Security Programs and measures aimed at Sécurité sociale 社会保障 (Shèhuì
providing financial support and bǎozhàng)
assistance to citizens, particularly
during periods of unemployment,
illness, or old age.
4 Labor Law Legal statutes and regulations Droit du travail 劳动法 (Láodòng
governing the rights, obligations, fǎ)
and protections of workers and
employers in the labor market.
5 Employment contract A legally binding agreement Contrat de travail 劳 动 合 同
between an employer and an (Láodòng hétong)
employee detailing terms and
conditions of employment.
6 Employment management The planning, organizing, Gestion de 用 工 管 理
directing, and controlling of l'emploi (Yònggōng
activities related to recruitment, guǎnlǐ)
selection, training, and retention of
employees within an organization.
7 Unemployment insurance A system of government benefits Assurance 失 业 保 险 (Shīyè
that provides financial assistance chômage bǎoxiǎn)
to individuals who are
unemployed through no fault of

33
 their own.
8 Vocational training Education and training programs Formation 职业培训 (Zhíyè
designed to equip individuals with professionnelle péixùn)
the skills and knowledge
necessary for a specific occupation
or trade.
10 Human resources The strategic and systematic Développement 人力资源开发
development process of enhancing human des ressources (Rénlì zīyuán
capital within an organization or humaines kāifā)
society through training,
education, and career development
initiatives.
11 Employment services Various services provided by Services d'emploi 就 业 服 务 (Jiùyè
governmental or private agencies fúwù)
to facilitate job placement, career
counseling, and workforce
development.
12 Social security system A comprehensive system of Système de 社 会 保 障 体 系
government programs providing sécurité sociale (Shèhuì bǎozhàng
economic assistance and support tǐxì)
to individuals and families facing
financial hardships due to various
life events.
13 Social insurance system A system of mandatory Système 社会保险制度
contributions by employees and d'assurance (Shèhuì bǎoxiǎn
employers to provide insurance sociale zhìdù)
coverage for employees against
work-related injuries, illnesses,
and retirement.
14 Labor market The supply of and demand for Marché du travail 劳 动 力 市 场
labor in an economy, including (Láodònglì
employment opportunities, wages, shìchǎng)
and conditions of work.
15 Work injury insurance Insurance coverage that provides Assurance 工 伤 保 险
compensation to employees who accidents du (Gōngshāng
suffer injuries or disabilities travail bǎoxiǎn)
resulting from work-related
accidents or illnesses.

34
16 Employment agency An organization or firm that Agence pour 职 业 介 绍 所
matches job seekers with job l'emploi (Zhíyè jièshào
opportunities provided by suǒ)
employers.
17 Unemployment rate The percentage of the labor force Taux de chômage 失业率 (Shīyè lǜ)
that is unemployed and actively
seeking employment.
18 Labor force resources The available pool of workers, Ressources en 劳 动 力 资 源
including both employed and main-d'œuvre (Láodònglì
unemployed individuals, within a zīyuán)
given population or geographic
area.
19 Social assistance Financial aid and support provided Assistance sociale 社会救助 (Shèhuì
by governmental or charitable jiùzhù)
organizations to individuals or
families facing economic hardship
or crisis situations.
20 Occupational safety Measures and regulations aimed at Sécurité au travail 职业安全 (Zhíyè
ensuring the health, safety, and ānquán)
well-being of workers in the
workplace.
21 Social insurance fund A pool of funds collected from Fonds d'assurance 社 会 保 险 基 金
contributions by employees and sociale (Shèhuì bǎoxiǎn
employers jījīn)
21 Human resources The process of managing human Gestion des 人 力 资 源 管 理
management resources within an organization, ressources (Rénlì zīyuán
including activities such as humaines guǎnlǐ)
recruitment, selection, training,
and performance appraisal.
22 Vocational training A facility or organization that Institution de 职 业 培 训 机 构
institution provides vocational training and formation (Zhíyè péixùn
education programs to prepare professionnelle jīgòu)
individuals for specific
occupations or trades.
23 Employment situation The current state or condition of Situation de 就 业 形 势 (Jiùyè
the job market, including factors l'emploi xíngshì)
such as employment rates, job
availability, and economic
conditions.
24 Labor mobility The ability of workers to move Mobilité de la 劳 动 力 转 移
between jobs, occupations, or (Láodònglì

35
 geographic locations in search of main-d'œuvre zhuǎnyí)
employment opportunities.
25 Social security system The planning and development of Construction du 社会保障体系建
construction social security systems and système de 设 (Shèhuì
programs aimed at providing sécurité sociale bǎozhàng tǐxì
financial support and assistance to jiànshè)
individuals in need.
26 Unemployment registration The process of registering as Enregistrement du 失 业 登 记 (Shīyè
unemployed with government chômage dēngjì)
agencies or organizations to access
unemployment benefits and
assistance.
27 Labor regulations Legal rules and statutes governing Réglementations 劳 动 法 规
the rights, duties, and protections du travail (Láodòng fǎguī)
of workers and employers in the
labor market.
28 Social welfare Financial aid and support provided Bien-être social 社会福利 (Shèhuì
by governments to individuals and fúlì)
families in need, including
assistance with housing,
healthcare, and other basic needs.
29 Employment pressure The force or stress exerted on Pression de 就 业 压 力 (Jiùyè
individuals or groups as a result of l'emploi yālì)
challenges or difficulties in
finding or maintaining
employment.
30 Labor Contract Law Legal statutes and regulations Loi sur le contrat 劳 动 合 同 法
governing the formation and de travail (Láodòng hétong
termination of employment fǎ)
contracts between employers and
employees.
31 Unemployment assistance Financial aid and support provided Assistance au 失 业 援 助 (Shīyè
to individuals who are chômage yuánzhù)
unemployed and seeking
employment, typically in the form
of unemployment benefits or
training programs.
32 Occupational health The branch of public health Santé au travail 职业健康 (Zhíyè
concerned with identifying and jiànkāng)
preventing workplace hazards,
injuries, and illnesses to ensure the

36
 well-being of workers.
33 Social insurance premium The periodic payment made by Prime d'assurance 社 会 保 险 费
individuals or employers to sociale (Shèhuì bǎoxiǎn
contribute to social insurance fèi)
programs, such as health insurance
or pension schemes.
34 Career development The ongoing process of managing Développement 职业发展 (Zhíyè
one's career path and professional de carrière fāzhǎn)
growth through education,
training, and job advancement
opportunities.
35 Labor protection Measures and regulations aimed at Protection du 劳 动 保 护
safeguarding the rights and travail (Láodòng bǎohù)
interests of workers in the
workplace, including protections
against discrimination,
harassment, and unsafe working
conditions.
36 Employment Unfair treatment of individuals Discrimination en 就 业 歧 视 (Jiùyè
discrimination based on characteristics such as emploi qíshì)
race, gender, age, or disability in
the context of employment, hiring,
promotion, or termination
decisions.
37 Labor remuneration Payment or compensation Rémunération du 劳 动 报 酬
provided to workers in exchange travail (Láodòng
for their labor, typically in the bàochóu)
form of wages, salaries, bonuses,
or benefits.
38 Talent drain The migration or loss of skilled Fuite des talents 人才流失 (Réncái
and talented individuals from one liúshī)
organization, industry, or
geographic region to another,
often resulting in a shortage of
qualified workers in the affected
area.
39 Social security system The process of revising and Réforme du 社会保障制度改
reform updating social security programs système de 革 (Shèhuì
and policies to address changing sécurité sociale bǎozhàng zhìdù
economic, demographic, and gǎigé)
social conditions, improve
efficiency, and enhance coverage

37
 and benefits for recipients.
40 Labor supply and demand The interaction between the Offre et demande 劳 动 力 供 需
availability of workers (labor de main-d'œuvre (Láodònglì
supply) and the demand for labor gōngxū)
by employers, which determines
wages, employment levels, and
market equilibrium in the labor
market.
41 Retirement benefits Financial benefits provided to Prestations de 退休福利 (Tuìxiū
individuals upon reaching retraite fúlì)
retirement age, typically in the
form of pensions or retirement
savings.
42 Employment equity Policies and practices aimed at Équité en matière 就 业 平 等 (Jiùyè
ensuring fairness and equal d'emploi píngděng)
opportunities in employment,
particularly for marginalized or
underrepresented groups.
43 Labor market flexibility The ability of labor markets to Flexibilité du 劳动力市场灵活
adjust to changing economic marché du travail 性 (Láodònglì
conditions, including fluctuations shìchǎng línghuó
in demand for labor, technological xìng)
advancements, and globalization.
44 Income security Measures and programs designed Sécurité des 收 入 保 障
to ensure a minimum level of revenus (Shōurù
financial stability and support for bǎozhàng)
individuals and families,
particularly during periods of
economic uncertainty or hardship.
45 Labor union An organization formed by Syndicat 工会 (Gōnghuì)
workers to protect and advance
their collective interests, including
wages, working conditions, and
benefits, through collective
bargaining and advocacy.
46 Family leave Paid or unpaid leave provided to Congé familial 家庭假期 (Jiātíng
employees to care for newborn or jiàqī)
adopted children, or to address
family-related issues such as
illness or caregiving
responsibilities.

38
47 Disability benefits Financial assistance provided to Prestations 残 疾 津 贴 (Cánjí
individuals with disabilities to d'invalidité jīntiē)
support their living expenses,
medical needs, and rehabilitation
efforts.
48 Labor market segmentation The division of the labor market Segmentation du 劳动力市场分割
into distinct segments or marché du travail (Láodònglì
categories based on factors such as shìchǎng fēngē)
skill level, occupation, industry,
and employment status, resulting
in differential access to
employment opportunities and
wages.
49 Pension plan A retirement savings plan Régime de 养 老 金 计 划
sponsored by an employer, retraite (Yǎnglǎo jīn
government, or organization, jìhuà)
which provides income to
employees upon retirement based
on their years of service and
contributions to the plan.
50 Workplace diversity The presence of individuals from a Diversité en 工作场所多样性
variety of backgrounds, cultures, milieu de travail (Gōngzuò
and demographics within the chǎngsuǒ
workforce, which fosters duōyàngxìng)
innovation, creativity, and a more
inclusive work environment.

39
 2- The Ministry of Agriculture and Rural Affairs (MARA)
The Ministry of Agriculture and Rural Affairs (MARA) is a governmental organization
responsible for overseeing agricultural and rural development policies and initiatives in
China. Established in its current form in 2018 as part of a government restructuring, MARA
aims to promote the modernization, sustainability, and prosperity of China's agricultural
sector and rural areas.
MARA's key objectives include:
 Promoting Agricultural Development: MARA works to enhance the productivity,
efficiency, and competitiveness of China's agricultural sector through policies and
programs that support innovation, technology adoption, and sustainable practices.
 Improving Rural Living Standards: MARA focuses on improving the quality of
life for rural residents by addressing issues such as poverty alleviation, infrastructure
development, healthcare, education, and social welfare services.
 Safeguarding National Sovereignty: MARA plays a role in protecting China's
national interests by ensuring food security, preserving arable land, and promoting
sustainable resource management practices.
 Enhancing International Cooperation: MARA engages in international
agricultural cooperation and exchanges, aligning with China's broader foreign policy
objectives while adhering to international norms and agreements.

Overall, MARA plays a crucial role in advancing China's agricultural and rural development
agenda, contributing to the country's overall economic growth, social stability, and national
security.

No English Definition French Chinese

1 Ministry of Agriculture and Governmental organization Ministère de 农业农村部（农村部）
Rural Affairs (MARA) overseeing agricultural and l'Agriculture et Nóngyè Nóngcūn Bù
rural development in China des Affaires
rurales (MARA)
2 Agricultural Development Promotion of productivity, Développement 农 业 发 展 Nóngyè
sustainability, and agricole Fāzhǎn
competitiveness in
agriculture
3 Rural Living Standards Enhancement of quality of Normes de vie 农村生活水平 Nóngcūn

40
 life in rural areas through rurales Shēnghuó Shuǐpíng
various initiatives
4 National Sovereignty Protection of national Souveraineté 国 家 主 权 Guójiā
interests related to food nationale Zhǔquán
security and resource
management
5 Modernization Adoption of advanced Modernisation 现代化 Xiàndàihuà
technologies and practices to
improve efficiency
6 Sustainability Ensuring long-term viability Durabilité 可持续性 Kěchíxù Xìng
and environmental
stewardship
7 Infrastructure Development Construction and Développement 基 础 设 施 发 展 Jīchǔ
improvement of essential des Shèshī Fāzhǎn
facilities and services infrastructures
8 Food Security Ensuring access to safe and Sécurité 食 品 安 全 Shípǐn
nutritious food for all citizens alimentaire Ānquán
9 Arable Land Preservation Protection of land suitable Préservation des 耕 地 保 护 Gēngdì
for agriculture from terres arables Bǎohù
degradation or conversion
10 Social Welfare Services Provision of assistance and Services de bien- 社 会 福 利 服 务 Shèhuì
support to vulnerable être social Fúlì Fúwù
populations
11 Healthcare Access to medical services Soins de santé 医 疗 保 健 Yīliáo
and health promotion Bǎojiàn
initiatives
12 Resource Management Sustainable utilization and Gestion des 资 源 管 理 Zīyuán
conservation of natural ressources Guǎnlǐ
resources
13 Social Stability Maintenance of order and Stabilité sociale 社 会 稳 定 Shèhuì
harmony within society Wěndìng
14 Environmental Stewardship Responsible management Gestion de 环境保护责任 Huánjìng
and protection of the l'environnement Bǎohù Zérèn
environment
15 Policy Formulation Development and Formulation de 政 策 制 定 Zhèngcè
implementation of strategies politiques Zhìdìng
and regulations
16 Rural Development Economic, social, and Développement 农 村 发 展 Nóngcūn
infrastructural growth in

41
 rural areas rural Fāzhǎn
17 Cultural Heritage Traditions, customs, and Patrimoine 文 化 遗 产 Wénhuà
artifacts passed down culturel Yíchǎn
through generations
18 Agroforestry Integration of trees and Agroforesterie 农林业 Nónglínyè
shrubs into agricultural
systems for environmental
and economic benefits
19 Soil Conservation Practices aimed at preventing Conservation des 土壤保护 Tǔrǎng Bǎohù
soil erosion and degradation sols
20 Precision Agriculture Use of technology to Agriculture de 精 准 农 业 Jīngzhǔn
optimize crop yields and précision Nóngyè
minimize inputs
21 Sustainable Agriculture Farming practices that Agriculture 可 持 续 农 业 Kěchíxù
maintain or enhance durable Nóngyè
environmental quality
22 Agribusiness Integration of various Agro-industrie 农业企业 Nóngyè Qǐyè
agricultural activities into a
single business entity
23 Live stock Management Practices for raising and Gestion du bétail 畜 牧 管 理 Chùmù
caring for farm animals Guǎnlǐ
24 Crop Rotation Systematic shifting of crops Rotation des 农 作 物 轮 作
to maintain soil fertility and cultures Nóngzuòwù Lúnzuò
reduce pests
25 Aquaculture Farming of aquatic Aquaculture 水 产 养 殖 Shuǐchǎn
organisms such as fish, Yǎngzhí
shellfish, and algae
26 Land Tenure System of land ownership, Droit de propriété 土 地 所 有 权 Tǔdì
rights, and access Suǒyǒuquán
27 Agricultural Extension Education and outreach Vulgarisation 农 业 推 广 Nóngyè
services to improve agricole Tuīguǎng
agricultural practices
28 Sustainable Development United Nations goals for Objectifs de 可 持 续 发 展 目 标
Goals addressing global challenges, développement Kěchíxù Fāzhǎn Mùbiāo
including poverty and durable
climate change

42
29 Pest Management Strategies to control and Lutte 害虫管理 Hàichóng
mitigate damage caused by antiparasitaire Guǎnlǐ
pests
30 Extension Services Educational programs and Services de 推 广 服 务 Tuīguǎng
resources for farmers and vulgarisation Fúwù
rural communities
31 Remote Sensing Use of satellite or aerial Télédétection 遥感 Yáogǎn
imagery to monitor
agricultural conditions
32 Agrotourism Integration of agricultural Agrotourisme 农 业 旅 游 Nóngyè
activities with tourism Lǚyóu
experiences
33 Soil Health Maintenance of soil fertility Santé des sols 土 壤 健 康 Tǔrǎng
and structure for sustainable Jiànkāng
agriculture
34 Climate Resilience Ability to withstand and Résilience 气候适应性 Qìhòu
adapt to climate-related climatique Shìyìngxìng
challenges
35 Rural Entrepreneurship Development of small Entrepreneuriat 农 村 创 业 Nóngcūn
businesses and initiatives in rural Chuàngyè
rural areas
36 Agricultural Mechanization Use of machinery and Mécanisation 农 业 机 械 化 Nóngyè
technology to perform agricole Jīxièhuà
agricultural tasks
37 Watershed Management Conservation and Gestion du bassin 水 域 管 理 Shuǐyù
management of water versant Guǎnlǐ
resources within a drainage
basin
38 Land Use Planning Systematic allocation and Aménagement du 土 地 利 用 规 划 Tǔdì
management of land territoire rural Lìyòng Guīhuà
resources
39 Food Processing Conversion of agricultural Transformation 食 品 加 工 Shípǐn
products into consumable alimentaire Jiāgōng
goods
40 Rural Finance Financial services tailored to Finance rurale 农 村 金 融 Nóngcūn
the needs of rural populations Jīnróng
41 Farmer Cooperatives Associations of farmers for Coopératives 农 民 合 作 社 Nóngmín
collective action and mutual agricoles Hézuò Shè
benefit

43
42 Rural Infrastructure Basic facilities and services Infrastructures 农村基础设施 Nóngcūn
necessary for rural rurales Jīchǔ Shèshī
development
43 Livelihood Means of securing the Moyens de 生计 Shēngjì
necessities of life subsistance
44 Agroecotourism Sustainable tourism that Agroécotourisme 农业生态旅游 Nóngyè
promotes agricultural Shēngtài Lǚyóu
practices and environmental
conservation
45 Post-Harvest Management Handling and storage of Gestion post- 采 后 管 理 Cǎihòu
crops after harvesting to récolte Guǎnlǐ
maintain quality and prevent
spoilage
46 Farmer Field Schools Participatory learning Écoles de terrain 农 民 田 间 学 校
approach where farmers gain pour les Nóngmín Tiánjiān
knowledge and skills in agriculteurs Xuéxiào
agricultural practices
47 Agrochemicals Chemical substances used in Agrochimie 农药 Nóngyào
agriculture, including
fertilizers and pesticides
48 Livelihood Diversification Expansion of income- Diversification 生 计 多 样 化 Shēngjì
generating activities beyond des moyens de Duōyánghuà
agriculture for rural subsistance
households
49 Climate-Smart Agriculture Farming practices that Agriculture 智 慧 农 业 Zhìhuì
increase resilience to climate intelligente face Nóngyè
change while minimizing au climat
environmental impact
50 Value Chain Development Coordination of activities to Développement 价值链发展 Jiàzhí Liàn
add value to agricultural de la chaîne de Fāzhǎn
products from production to valeur
consumption

44
 3- Environmental Science
In our environmental science translation project, we developed a glossary to aid in
translating the specialized text. This glossary focuses on biodiversity conservation measures
in hydro projects, covering terms related to aquatic biodiversity, ecosystem impacts, habitat
alteration, species invasion risk, and other ecological consequences. Additionally, it
includes terms about social impacts like community displacement and relocation, as well as
positive and negative effects on biological and non-biological factors.

No English Definition French Chinese

1 Biodiversity loss Reduction in the variety Perte de biodiversité 生物多样性丧失
and abundance of species (Shēngwù
in an ecosystem duōyàng xìng
sàngshī)
2 Reservoir Artificial lake created by Réservoir 水库 (Shuǐkù)
damming a river
3 Flood prevention Measures taken to Prévention des 防洪 (Fánghóng)
mitigate the risk of inondations
flooding
4 Air humidity Amount of water vapor Humidité de l'air 空 气 湿 度
present in the air (Kōngqì shīdù)
5 Soil erosion Process by which soil is Érosion du sol 土 壤 侵 蚀
moved from one place to (Tǔrǎng qīnshí)
another
6 Fluvial morphology Study of the shape and Morphologie 河 流 形 态 学
form of rivers and streams fluviale (Héliú
xíngtàixué)
7 Habitat heterogeneity Variation in Hétérogénéité des 栖 息 地 异 质 性
environmental conditions habitats (Qīxīdì
within a habitat yìzhìxìng)
8 Migratory pathway Route taken by migrating Voie migratoire 迁 徙 路 径
animals (Qiānxǐ lùjìng)
9 Eutrophication Excessive richness of Eutrophisation 富 营 养 化 (Fù
nutrients in a body of yíngyǎnghuà)
water
10 Dam construction Building of structures to Construction de 水 坝 建 设
impound water barrages (Shuǐbà jiànshè)

45
11 Hydroelectric power Electricity generated by Énergie 水力发电 (Shuǐlì
flowing water hydroélectrique fādiàn)
12 Turbine Device that converts the Turbine 涡轮 (Guōlún)
energy of moving water
into electricity
13 Sedimentation Accumulation of Sédimentation 沉淀 (Chéndiàn)
sediments in water bodies
14 Bypass flow Passage of water around Écoulement de 旁 路 流 (Pánglù
or through a dam dérivation liú)
15 Wetland Area of land where soil is Zone humide 湿地 (Shīdì)
permanently or seasonally
saturated with water
16 Riparian zone Area of land adjacent to a Zone riparienne 河 岸 带 (Hé'àn
body of water dài)
17 Fish ladder Structure allowing fish to Passe à poissons 鱼梯 (Yú tī)
pass around a dam or
other barrier
18 Tailwater Water flowing Eau de sortie 尾水 (Wěishuǐ)
downstream from a dam
19 Flood basin Area that floods when a Bassin d'inondation 洪 水 盆 地
river overflows its banks (Hóngshuǐ péndì)
20 Riverine ecosystem Ecosystem associated Écosystème riverain 河流生态系统
with a flowing body of (Héliú shēngtài
water xìtǒng)
21 Habitat fragmentation Division of habitats into Fragmentation de 栖 息 地 破 碎 化
smaller, isolated patches l'habitat (Qīxīdì pòsuìhuà)
22 River regulation Management of river Régulation des 河流调节 (Héliú
flows and levels for rivières tiáojié)
various purposes
23 Levee Embankment built to Levée 堤坝 (Dībà)
prevent the overflow of a
river
24 Headwater Source of a river or Source 上游 (Shàngyóu)
stream
25 Downstream Direction in which a river Aval 下游 (Xiàyóu)
flows
26 Watershed Area of land where all of Bassin versant 分 水 岭 (Fēnshuǐ

46
 the water that falls drains lǐng)
into a specific water body
27 Riprap Rocks or other material Riprap 护岸石块 (Hù'àn
used to protect shorelines shíkuài)
from erosion
28 Groundwater Water held underground Eau souterraine 地 下 水 (Dìxià
in the soil or in pores and shuǐ)
crevices in rock
29 Aqueduct Channel for conveying Aqueduc 导水渠 (Dǎoshuǐ
water, typically in the qú)
form of a bridge or tunnel
30 Cascade Series of small waterfalls Cascade 瀑布 (Pùbù)
31 Dike Embankment or barrier Digue 堤坝 (Tíbà)
for controlling or holding
back water
32 Water diversion Transfer of water from Détournement d'eau 水 转 移 (Shuǐ
one place to another for zhuǎnyí)
irrigation or other
purposes
34 Runoff Water that flows over the Ruissellement 地 表 径 流
ground surface rather than (Dìbiǎo jìngliú)
soaking into the ground
35 Resilience Ability of an ecosystem to Résilience 生 态 韧 性
resist and recover from (Shēngtài
disturbances rènxìng)
36 Conservation area Protected area managed Zone de 保 护 区 (Bǎohù
to preserve ecological conservation qū)
integrity
37 Discharge Volume of water flowing Débit 排 放 量 (Páifàng
through a river, channel, liàng)
or pipe
38 Sediment transport Movement of particles of Transport de 沉 积 物 运 动
soil and rock in water sédiments (Chénjìwù
yùndòng)
39 Water scarcity Shortage of available Pénurie d'eau 水 资 源 短 缺
freshwater resources (Shuǐ zīyuán
duǎnquē)
40 Channelization Alteration of a stream Canalisation 开沟 (Kāigōu)
channel to improve

47
 drainage or navigation
41 Evapotranspiration Combined process of Évapotranspiration 蒸 散 发
water evaporation from (Zhēngsànfā)
the soil and transpiration
from plants
42 Fishery Area where fish are Pêcherie 渔场 (Yú chǎng)
caught for commercial or
recreational purposes
43 Flood control Measures to prevent or Contrôle des 防 洪 控 制
mitigate the effects of inondations (Fánghóng
flooding kòngzhì)
44 Water quality Chemical, physical, and Qualité de l'eau 水质 (Shuǐzhì)
biological characteristics
of water
45 Water management Control and regulation of Gestion de l'eau 水 资 源 管 理
water resources (Shuǐ zīyuán
guǎnlǐ)
46 Wetland restoration Process of returning Restauration des 湿 地 恢 复 (Shīdì
wetlands to their natural zones humides huīfù)
state
47 Riverine habitat Habitat associated with Habitat fluvial 河 流 栖 息 地
rivers and streams (Héliú qīxīdì)
48 Wetland conservation Protection and Conservation des 湿 地 保 护 (Shīdì
preservation of wetland zones humides bǎohù)
ecosystems
49 Aquatic ecology Study of the relationships Écologie aquatique 水 生 态 学 (Shuǐ
between organisms and shēngtài xué)
their aquatic
environments
50 Streamflow Flow of water in a stream Flux d'un cours 河流流量 (Héliú
or river d'eau liúliàng)

48
 4- Ministry of Civil Affairs and the National Health Commission
In China, the Ministry of Civil Affairs is primarily responsible for autism affairs and
disability-related matters. This ministry oversees policies, programs, and services related to
the welfare and support of individuals with disabilities, including autism. Additionally, the
National Health Commission plays a role in promoting health initiatives and providing
medical services for individuals with autism and other developmental disorders. These
ministries work together to develop and implement policies, allocate resources, and
coordinate efforts aimed at supporting individuals with autism and their families throughout
China.

No English Definition French Chinese

1 Ministry of Civil Government department responsible Ministère des 民政部 (Mínzhèng
Affairs for overseeing policies, programs, Affaires Civiles bù)
and services related to civil affairs,
including disability-related matters
2 Autism Affairs Matters and initiatives specifically Affaires liées à 自 闭 症 事 务
addressing autism spectrum disorders l'autisme (Zìbìzhèng shìwù)
3 Disability- Issues and concerns pertaining to Questions liées au 残 疾 相 关 事 项
related Matters individuals with disabilities handicap (Cánjí xiāngguān
shìxiàng)
4 Visual Supports Visual aids or tools, such as picture Supports visuels 视 觉 支 持 (Shìjué
schedules or visual timers, used to zhīchí)
enhance communication and support
individuals with autism
5 Transition Programs and supports designed to Services de 过渡服务 (Guòdù
Services help individuals with autism transition fúwù)
transition from one life stage or
setting to another, such as from
school to employment or independent
living
6 Sensory Diet A personalized plan of sensory Régime sensoriel 感觉疗法 (Gǎnjué
activities and strategies designed to liáofǎ)
regulate and meet an individual's
sensory needs and preferences
7 Hyperacusis Increased sensitivity to sound, often Hyperacousie 过度听力 (Guòdù
resulting in discomfort or pain, tīnglì)
commonly observed in individuals

49
 with autism
8 Hypotonia Reduced muscle tone or muscle Hypotonie 低 张 力 (Dī
weakness, often seen in individuals zhānglì)
with autism and affecting motor skills
and coordination
9 Idiosyncratic Unconventional or idiosyncratic use Langage 特 殊 语 言 (Tèshū
Language of language, including repetitive or idiosyncratique yǔyán)
unusual speech patterns, observed in
some individuals with autism
10 National Health Government agency responsible for Commission 国家卫生健康委
Commission public health policies and initiatives, Nationale de la 员 会 (Guójiā
including those related to autism and Santé wèishēng jiànkāng
developmental disorders wěiyuánhuì)
11 Health Initiatives Programs and campaigns aimed at Initiatives de santé 卫 生 倡 议
promoting health and preventing (Wèishēng
diseases and disorders chàngyì)
12 Medical Services Healthcare provided by trained Services médicaux 医 疗 服 务 (Yīliáo
professionals to diagnose, treat, and fúwù)
manage medical conditions
13 Developmental Conditions that affect the Troubles du 发 育 障 碍 (Fāyù
Disorders development of the brain or nervous Développement zhàng'ài)
system, leading to difficulties in
learning, communication, or behavior
14 Coordination Process of organizing and Coordination 协调 (Xiétiáo)
synchronizing efforts or activities
among different organizations or
departments
15 Resources Assets, funds, or materials available Ressources 资源 (Zīyuán)
for use or allocation in addressing
specific needs or objectives
16 Sensory The process of organizing sensory Intégration 感觉统合 (Gǎnjué
Integration information from the environment sensorielle tǒnghé)
and the body to produce an
appropriate response
17 Ministry of Government department responsible Ministère de 教 育 部 (Jiàoyù
Education for overseeing policies and initiatives l'Éducation bù)
related to education
18 Early Programs and therapies provided to Services 早期干预服务
Intervention young children with developmental d'intervention (Zǎoqí gānyù
Services delays or disabilities to address their

50
 needs précoce fúwù)
19 Special Educational programs tailored to Programmes 特殊教育计划
Education meet the needs of students with d'éducation (Tèshū jiàoyù
Programs disabilities, including autism spéciale jìhuà)
20 Inclusive Approach to education that ensures Éducation 包 容 性 教 育
Education all students, including those with inclusive (Bāoróng xìng
disabilities, are provided equal jiàoyù)
opportunities for learning and
participation
21 Rehabilitation Programs and therapies aimed at Services de 康复服务 (Kāngfù
Services helping individuals with disabilities réadaptation fúwù)
improve their physical, cognitive, or
social functioning
22 Social Inclusion Efforts to ensure that individuals with Inclusion sociale 社会融合 (Shèhuì
disabilities are fully integrated into rónghé)
society and have equal opportunities
for participation
23 Community Assistance and services provided Soutien 社 区 支 持 (Shèqū
Support within the community to help communautaire zhīchí)
individuals with disabilities live
independently and participate fully
24 Advocacy Action taken to support and promote Plaidoyer 倡导 (Chàngdǎo)
the rights and interests of individuals
with disabilities
25 Accessibility Degree to which facilities, services, Accessibilité 无 障 碍 性
and environments are designed to be (Wúzhàng'àixìng)
easily accessed and used by
individuals with disabilities
26 Awareness Initiatives aimed at raising public Campagnes de 宣 传 活 动
Campaigns awareness and understanding of sensibilisation (Xuānchuán
autism and related issues huódòng)
27 Diagnostic Medical evaluations and assessments Services de 诊 断 服 务
Services used to diagnose autism and other diagnostic (Zhěnduàn fúwù)
developmental disorders
28 Therapeutic Treatments and therapies aimed at Interventions 治疗干预措施
Interventions improving functioning and quality of thérapeutiques (Zhìliáo gānyù
life for individuals with autism and cuòshī)
related disorders
29 Applied Therapy that uses principles of Analyse du 应 用 行 为 分 析
Behavior learning theory to improve socially comportement (Yìngyòng

51
 Analysis (ABA) significant behaviors in individuals appliquée xíngwéi fēnxī)
with autism
30 Respite Care Short-term care provided to Soins de répit 临 时 照 顾 (Línshí
individuals with disabilities to zhàogù)
provide relief to their caregivers
31 Employment Programs and services aimed at Soutien à l'emploi 就 业 支 持 (Jiùyè
Support helping individuals with disabilities zhīchí)
find and maintain employment
32 Vocational Programs and courses designed to Formation 职 业 培 训 (Zhíyè
Training provide individuals with skills and professionnelle péixùn)
knowledge necessary for employment
33 Transition Process of preparing individuals with Planification de la 过渡规划 (Guòdù
Planning disabilities for adulthood, including transition guīhuà)
education, employment, and
independent living
34 Financial Monetary aid provided to individuals Aide financière 财 政 援 助
Assistance with disabilities to help cover the (Cáizhèng
costs of living expenses and medical yuánzhù)
care
35 Legal Rights Entitlements and protections afforded Droits légaux 法 律 权 利 (Fǎlǜ
to individuals with disabilities under quánlì)
the law
36 Social Services Services provided to individuals or Services sociaux 社会服务 (Shèhuì
groups to address social needs or fúwù)
issues, such as housing or counseling
37 Public Knowledge and understanding of Sensibilisation du 公 众 意 识
Awareness autism and related issues among the public (Gōngzhòng yìshi)
general public
38 Support Groups Groups of individuals with shared Groupes de 支持小组 (Zhīchí
experiences who come together to soutien xiǎozǔ)
provide emotional support and
practical advice
39 Parent Advocacy Advocacy efforts undertaken by Plaidoyer parental 家 长 倡 导
parents of individuals with (Jiāzhǎng
disabilities to promote their rights chàngdǎo)
and needs
40 Government Financial support provided by the Financement 政 府 资 助
Funding government to organizations or gouvernemental (Zhèngfǔ zīzhù)
programs serving individuals with

52
 disabilities
41 Community Process of including individuals with Intégration 社 区 融 合 (Shèqū
Integration disabilities in community activities communautaire rónghé)
and networks
42 Peer Support Support from individuals who share Soutien entre pairs 同 侪 支 持
similar experiences and challenges (Tóngchái zhīchí)
43 Life Skills Instruction and practice in essential Formation aux 生 活 技 能 培 训
Training skills necessary for daily living, such compétences de la (Shēnghuó jìnéng
as cooking or money management vie quotidienne péixùn)
44 Meltdown An intense response to overwhelming Crise de colère 崩溃 (Bēngkuì)
sensory experiences or emotional
stress, often resulting in loss of
control
45 Echolalia Repeating or echoing of words or Écholalie 重 复 语 言
phrases spoken by others, often (Chóngfù yǔyán)
without understanding their meaning
46 Stimming Self-stimulatory behaviors such as Stimming 自我刺激行为
hand-flapping, rocking, or repetitive (Zìwǒ cìjī
movements, often used by individuals xíngwéi)
with autism to regulate sensory input
and reduce stress
47 Hyperlexia Early and advanced reading ability in Hyperlexie 超 字 法 阅 读
children with autism, often (Chāo zìfǎ yuèdú)
characterized by the ability to read
words at a very young age, but with
difficulty understanding their
meaning
48 Executive Cognitive processes such as planning, Fonctions 执 行 功 能
Functioning organization, and decision-making exécutives (Zhíxíng
that are often impaired in individuals gōngnéng)
with autism
49 Social The ability to interact and Communication 社交沟通 (Shèjiāo
Communication communicate with others through sociale gōutōng)
verbal and nonverbal means, often
affected in individuals with autism
50 Theory of Mind The ability to understand and Théorie de l'esprit 心灵理论 (Xīnlíng
attribute mental states, such as lǐlùn)
beliefs, intentions, and desires, to
oneself and others

53
 5- World Health Organization- Cyberbullying :
The World Health Organization (WHO) is a specialized agency of the United Nations
responsible for international public health, coordinating efforts to combat diseases, promote
health equity, and improve healthcare systems worldwide.

Cyberbullying, a prevalent and concerning issue affecting adolescents worldwide, has

garnered increased attention in recent years due to its significant impact on the physical and
mental well-being of young people. As part of the ongoing efforts to address this issue, the
World Health Organization (WHO) has conducted extensive research and compiled
valuable insights into the prevalence, forms, and effects of cyberbullying among adolescents
globally.

This glossary, based on the comprehensive study conducted by the World Health
Organization on cyberbullying, aims to provide a comprehensive overview of key terms and
concepts related to this phenomenon. Drawing upon the findings and recommendations
outlined in the WHO report.

No English Definition French Chinese

1 Cyberbullying The use of electronic communication Cyberintimidation 网 络 欺 凌
to bully, harass, or intimidate others, (Wǎngluò qīlíng)
typically through social media
platforms, messaging apps, or online
forums
2 Adolescents Individuals typically aged between Adolescents 青 少 年
10 and 19 years old, representing the (Qīngshàonián)
transitional stage from childhood to
adulthood
3 Physical well- Refers to the state of a person's body, Bien-être physique 身 体 健 康 (Shēntǐ
being including aspects such as health, jiànkāng)
fitness, and physical condition
4 Mental well- Relates to a person's psychological Bien-être mental 心 理 健 康 (Xīnlǐ
being state, encompassing factors such as jiànkāng)
emotional stability, cognitive
function, and overall mental health

54
5 Equity Fairness or justice, ensuring that Équité 公平 (Gōngpíng)
everyone has equal access to
opportunities, resources, and rights
6 Bullying Aggressive behavior intended to Harcèlement 欺凌 (Qīlíng)
harm or intimidate others, often
repeated over time and involving an
imbalance of power
7 Harassment Persistent unwanted behavior that Harcèlement 骚扰 (Sāorǎo)
causes discomfort, fear, or distress to
an individual
8 Intimidation The act of making someone feel Intimidation 恐吓 (Kǒnghè)
frightened or threatened, often in
order to influence or control them
9 Social media Online platforms and websites that Médias sociaux 社交媒体 (Shèjiāo
enable users to create and share méitǐ)
content, interact with others, and
participate in social networking
10 Messaging apps Applications or software programs Applications de 即 时 通 讯 应 用
that allow users to exchange messagerie (Jíshí tōngxùn
messages with others via the internet yìngyòng)
11 Online forums Websites or platforms where users Forums en ligne 在线论坛 (Zàixiàn
can engage in discussions, share lùntán)
information, and interact with others
on specific topics or interests
12 Mental health The state of well-being concerning a Santé mentale 心 理 健 康 (Xīnlǐ
person's psychological and emotional jiànkāng)
state, including aspects such as
mood, stress, and coping ability
13 Well-being The state of being comfortable, Bien-être 幸 福 感 (Xìngfú
healthy, or happy gǎn)
14 Cybersecurity Measures taken to protect computer Cybersécurité 网 络 安 全
systems, networks, and data from (Wǎngluò ānquán)
cyberattacks or unauthorized access
15 Legislation Laws or statutes enacted by a Législation 立法 (Lìfǎ)
legislative body
16 Privacy The state of being free from public Confidentialité 隐私 (Yǐnsī)
attention or observation
17 Consent Permission or agreement given for Consentement 同意 (Tóngyì)
something to happen or be done

55
18 Empowerment The process of enabling individuals Autonomisation 授权 (Shòuquán)
or communities to take control of
their lives, make choices, and
achieve their goals
19 Resilience The ability to recover quickly from Résilience 韧性 (Rènxìng)
difficulties or setbacks
20 Coping Techniques or actions used to Stratégies 应 对 策 略
strategies manage stress or difficult situations d'adaptation (Yìngduì cèlüè)
21 Support network A group of individuals or Réseau de soutien 支 持 网 络 (Zhīchí
organizations that provide assistance, wǎngluò)
encouragement, and resources to
help someone cope with challenges
or difficulties
22 Intervention Actions taken to improve a situation Intervention 干预 (Gānyù)
or prevent something from
happening
23 Empathy The ability to understand and share Empathie 移情 (Yíqíng)
the feelings of others
24 Empathetic A communication technique that Écoute empathique 移情倾听 (Yíqíng
listening involves actively listening to qīngtīng)
someone else with compassion and
understanding
25 Cyber safety Practices and behaviors aimed at Sécurité en ligne 网 络 安 全
ensuring safe and responsible use of (Wǎngluò ānquán)
the internet and digital technologies
26 Risk assessment The process of identifying, Évaluation des 风 险 评 估
evaluating, and prioritizing potential risques (Fēngxiǎn pínggū)
risks or hazards in a given situation
or activity
27 Harm reduction Strategies and approaches aimed at Réduction des 危害减少 (Wēihài
minimizing the negative risques jiǎnshǎo)
consequences or risks associated
with certain behaviors or activities
28 Bystander The act of bystanders intervening or Intervention du 旁 观 者 干 预
intervention taking action to prevent or address a spectateur (Pángguān zhě
harmful or problematic situation gānyù)
involving others
29 Cyber ethics Principles and guidelines governing Éthique en ligne 网 络 伦 理
ethical behavior and responsible use (Wǎngluò lúnlǐ)
of digital technologies and online

56
 platforms
30 Inclusivity The practice or policy of including Inclusivité 包 容 性 (Bāorónɡ
people who might otherwise be xìng)
excluded or marginalized, ensuring
that all individuals are treated fairly
and respectfully
31 Digital literacy The ability to find, evaluate, use, and Littératie 数 字 素 养 (Shùzì
create information using digital numérique sùyǎng)
technologies
32 Prevention Programs or initiatives designed to Programmes de 预防计划 (Yùfáng
programs reduce the occurrence or severity of prévention jìhuà)
a particular problem or issue
33 Mental The ability to bounce back from Résilience mentale 心 理 韧 性 (Xīnlǐ
resilience adversity or cope with stress and rènxìng)
hardship in a healthy and adaptive
way
34 Online safety Measures and practices aimed at Sécurité en ligne 网 络 安 全
ensuring the security and well-being (Wǎngluò ānquán)
of individuals when using the
internet or digital devices
35 Cyber The responsible and ethical behavior Citoyenneté 网 络 公 民
citizenship of individuals when engaging in numérique (Wǎngluò
online activities, including respect gōngmín)
for others' rights, privacy, and safety
36 Emotional Assistance or encouragement Soutien 情 感 支 持
support provided to someone to help them émotionnel (Qínggǎn zhīchí)
manage their emotions, deal with
difficulties, or cope with challenges
37 Reporting Systems or procedures for Mécanismes de 举 报 机 制 (Jǔbào
mechanisms individuals to report incidents or signalement jīzhì)
concerns related to cyberbullying,
harassment, or other online safety
issues
38 Helplines Telephone or online services that Lignes d'assistance 热线 (Rèxiàn)
provide support, advice, or assistance
to individuals in need
39 Digital footprint The trail of data or information left Empreinte 数 字 足 迹 (Shùzì
behind by a person's online activity numérique zújī)
40 Identity Measures taken to safeguard one's Protection de 身 份 保 护
protection personal information and prevent

57
 unauthorized access or misuse l'identité (Shēnfèn bǎohù)
41 Social The ethical obligation of individuals Responsabilité 社会责任 (Shèhuì
responsibility or organizations to act in ways that sociale zérèn)
benefit society as a whole,
contributing to the common good
42 Grooming The process by which an individual Grooming 网 络 诱 骗
builds a relationship with a child or (Wǎngluò
adolescent, often online, with the yòupiàn)
intention of exploiting or
manipulating them for sexual
purposes
43 Impersonation The act of pretending to be someone Usurpation 冒充 (Màochōng)
else, typically online, in order to d'identité
deceive or manipulate others
44 Doxxing The practice of researching and Doxxing 公开个人信息
publicly disclosing private or (Gōngkāi gèrén
personal information about an xìnxī)
individual, often with malicious
intent, such as harassment,
intimidation, or incitement to
violence
45 Phishing A cybercrime tactic in which Hameçonnage 钓鱼网站 (Diàoyú
fraudulent emails, messages, or wǎngzhàn)
websites are used to trick individuals
into revealing sensitive information,
such as passwords, financial details,
or personal data
46 Malware Malicious software designed to Logiciel 恶 意 软 件 (Èyì
disrupt, damage, or gain malveillant ruǎnjiàn)
unauthorized access to computer
systems or networks, including
viruses, worms, Trojan horses,
ransomware, spyware, and adware
47 Encryption The process of encoding information Cryptage 加密 (Jiāmì)
in such a way that only authorized
parties can access and understand it,
providing confidentiality and
security against unauthorized
interception or access
48 Two-factor A security process that requires users Authentification à 双 因 素 认 证
authentication to provide two different deux facteurs (Shuāng yīnsù
authentication factors to verify their

58
 identity before gaining access to an rènzhèng)
online account or system, typically
combining something they know
(e.g., a password) with something
they have (e.g., a mobile device) or
something they are (e.g., a
fingerprint)
49 Digital forensics The investigation and analysis of Informatique 数 字 取 证 (Shùzì
digital devices, data, and networks in légale qǔzhèng)
order to gather evidence for legal
proceedings or to uncover
information related to cybercrimes,
breaches, or security incidents
50 Data breach The unauthorized access, disclosure, Violation de 数 据 泄 露 (Shùjù
or acquisition of sensitive or données xièlòu)
confidential information, such as
personal data, financial records, or
trade secrets, often resulting from
cybersecurity incidents or lapses in
data protection measures

59
 CHAPTER 3: TRANSLATION

During the course of the internship, interns were entrusted with the practical application of
academic knowledge within the realm of translation, focusing primarily on the Chinese
language. This entailed translating various texts from Chinese to English and French,
alongside meticulous proofreading and revision tasks.

These assignments not only showcased our language skills but also demonstrated our
capacity for guided research to enhance comprehension and accuracy in translation.

Knowledge acquired with regards to Chinese-English Translation

1- Source File Format and Segmentation:

 Source files are provided in diverse formats and segmented into units corresponding
to sentences or paragraphs.
 Each segment is translated into English without altering the original format, ensuring
easy readability and preserving metadata integrity.

2- Completed Translation Format:

 The completed translation mirrors the source file's format precisely.
 English translations are added after each Chinese segment without modifying any
other part of the file.
 File naming conventions dictate that completed translations retain the exact name of
the initial file provided by the client.

3- Delivery of Completed Translations:

 Completed translations are submitted electronically as zipped email attachments or

through web uploads.
 Paper transmission is generally not accepted unless explicitly required by the client.
 All completed translation files must be in plain text, avoiding proprietary software
formats like Microsoft Word.

60
 4- Email Correspondence Guidelines:
 Subject headers for translation project correspondence should include the agency
name and project title for clarity and organization.

5- General Principles of Translation:

 Translation aims to faithfully convey the meaning and style of the original Chinese
text into English.
 The translation should maintain the source's tone, register, and cultural nuances.
 No additional information should be added or omitted in the translation, respecting
the integrity of the original text.
 Spell checking and review for typographical or formatting errors are essential before
submission.

6- Market Demands and Reliability:

 Translation users require reliable translations that serve as a trustworthy basis for
action.
 Translators must deliver translations by deadlines and adhere to quality standards to
maintain reliability.
 Attention to detail, sensitivity to user needs, thorough research, and checking are
essential aspects of translator reliability.
 Translators should demonstrate versatility, keep promises regarding delivery times,
maintain confidentiality, and possess necessary hardware and software for efficient
translation.
 Cost considerations influence translation services, with both clients and translators
assessing feasibility based on market rates and quality expectations.

While the core focus remained on Chinese texts, we also engaged with specialized materials
in English and French, broadening our scope.

61
The following sections provide a detailed insight into our translation endeavors,
encompassing both general and specialized texts, how we applied our existing knowledge,
and the challenges we faced.

For a better identification of challenges faced and how they were solved, with regards
to translation, proofreading and revision, a color code was created for accurate
illustration:

Color Challenges/ Errors

Yellow General grammar, spelling and syntax problems
Green Additions (Adding necessary items for achieving
cohesion)
Turquoise Word order, structure- related
Blue Contextual revision
Strikethroug Strikethrough Omission of unnecessary or incorrect
h items

62
Specialized Translation: To French
English French
The development of biodiversity conservation Le développement des mesures de conservation
measures in China's hydro projects: A review de la biodiversité dans les projets
hydroélectriques en Chine : Une revue
The development of hydropower in China has Le développement de l'hydroélectricité en Chine
come with significant controversy. While these est accompagné de controverses significatives.
projects have contributed substantially to meeting Alors que ces projets ont contribué de manière
China's renewable energy targets and providing substantielle à atteindre les objectifs d'énergie
energy to rural areas, they have also come with renouvelable de la Chine et à fournir de l'énergie
significant social and ecological consequences. aux zones rurales, ils ont également entraîné
d'importantes conséquences sociales et
écologiques.
In the most controversial cases, social
Dans les cas les plus controversés, les
consequences include the displacement and
conséquences sociales comprennent le déplacement
relocation of communities living within the
et le relogement des communautés vivant dans le
designated flood basin of a project (Wang, 2010,
bassin versant désigner d'un projet (Wang, 2010,
Liu et al., 2015). While acknowledging these
Liu et al., 2015). Tout en reconnaissant ces
potential negative social implications, this article
potentielles implications sociales négatives, cet
focuses on the ecological impacts of hydropower.
article se concentre sur les impacts écologiques de
Ecologically, hydro projects alter the landscape, l'hydroélectricité.
affect the local aquatic biodiversity and change the
productivity and balance of ecosystems. A healthy
aquatic ecosystem is characterized by high D'un point de vue écologique, les projets
biodiversity and complex structures and functions, hydroélectriques modifient le paysage, affectent la
including ample habitat, corridors, and buffering biodiversité aquatique locale et modifient la
(Cai 2008). productivité et l'équilibre des écosystèmes. Un
écosystème aquatique sain se caractérise par une
Positive impacts from hydro projects may include
biodiversité élevée et des structures et fonctions
flood prevention and increased air humidity, both
complexes, comprenant des habitats abondants, des

63
 of which are beneficial to the growth of nearby corridors et un tamponnage suffisant (Cai 2008).
plants (Liu and Jin 2012). Negative impacts to
Les impacts positifs des projets hydroélectriques
biological factors may include increased species
peuvent inclure la prévention des inondations et
invasion risk, habitat loss, impeded fish migration
une humidité de l'air accrue, tous deux bénéfiques à
and eutrophication (Hu, 2012, Xu et al., 2016).
la croissance des plantes avoisinantes (Liu et Jin
Negative impacts to nonbiological factors may 2012).
include increased soil erosion, modified fluvial
Les impacts négatifs sur les facteurs biologiques
morphology and reduced habitat heterogeneity. The
peuvent inclure un risque accru d'invasion
construction of dams and other types of hydro
d'espèces, une perte d'habitat, un obstacle à la
projects alter the original watercourse, potentially
migration des poissons et l'eutrophisation (Hu,
impeding the migratory pathway of fish (Jutagate
2012, Xu et al., 2016). Les impacts négatifs sur les
et al. 2016) and the habitat of many aquatic
facteurs non biologiques peuvent inclure une
species.
érosion accrue du sol, une morphologie fluviale
modifiée et une réduction de l'hétérogénéité de
l'habitat. La construction de barrages et d'autres
types de projets hydroélectriques modifie le cours
d'eau d'origine, ce qui peut entraver le trajet
migratoire des poissons (Jutagate et al. 2016) et
l'habitat de nombreuses espèces aquatiques.

Challenges faced and adopted solutions:

1- Technical Terminology:
Translating specialized terms related to hydroelectric projects and biodiversity conservation
accurately and appropriately required expertise in both fields. Ensuring that the terminology
used in the translation aligns with the conventions and terminology accepted in French were
challenging.
To overcome this challenge, thorough research was conducted, resulting to the generation of
a glossary in Environmental science and ecology, as well as relying on specialized
dictionaries such as the Dictionary of Ecology and the Environment ( French Edition ).

64
 2- Maintaining Clarity and Cohesion:
Ensuring that the translated text remains clear, cohesive, and coherent while conveying the
complex and technical information accurately was a major challenge especially with regards
to striking a balance between fidelity to the source text and readability in the target
language. As such, the use of clear and concise language was employed.

Specialized Translation to English

French English
Le secteur pétrolier chinois est-il Is the Chinese oil sector indifferent
indifférent aux engagements pris par le to the commitments made by the
pays pour 2060 ? country for 2060?
La demande de pétrole de la Chine a China's demand for oil has increased
augmenté rapidement au cours des trois rapidly over the past three decades as
dernières décennies, car l’activité the country's economic activity,
économique, le développement industriel industrial development, and
et les niveaux d’urbanisation du pays ont urbanization levels have generated an
généré un appétit apparemment insatiable apparently never-ending need for oil.
pour le pétrole.
According to British Petroleum (BP),
En effet, la consommation de pétrole du
the nation's oil consumption increased
pays a bondi de 2 millions de barils par
from 2 million barrels per day (million
jour (mb/j) en 1990 à 14 mb/j en 2019,
barrels per day) in 1990 to 14 million
selon BP [1], ce qui représente près de la
barrels per day (million barrels per
moitié de la croissance de la demande
day) in 2019, accounting for almost
mondiale de pétrole sur cette période. La
half of the increase in the world's oil
Chine devrait rester un moteur essentiel
demand during this time. Given that
de la demande de pétrole, car elle
China's economy is predicted to
dépassera probablement les États-Unis en
overtake the US as the world's largest,
tant que première économie mondiale.
it will continue to be a major factor in
the need for oil.
Certes, le rythme de croissance de la
demande de pétrole du pays devrait
ralentir, tandis que la composition de la Certainly, the pace of the country's oil
demande de produits pétroliers évolue, demand growth is expected to slow,
parallèlement à la restructuration de while the composition of oil product
l’économie chinoise et aux efforts accrus demand evolves, alongside the
pour réduire la pollution atmosphérique restructuring of the Chinese economy
locale. Cependant, l’engagement and increased efforts to reduce local air
récemment annoncé par le pays de pollution. However, the country's
parvenir à un pic des émissions de recently announced commitment to
carbone d’ici 2030 et de viser la neutralité peak carbon emissions by 2030 and
carbone d’ici 2060 pourrait ne pas aim for carbon neutrality by 2060 may

65
modifier sensiblement ces perspectives. not significantly alter these prospects.

En effet, le gouvernement prévoit toujours

Indeed, the government still anticipates
une croissance économique substantielle
au cours de la prochaine décennie, ce qui substantial economic growth over the
soutiendra la consommation de pétrole. next decade, which will support oil
consumption.
En outre, les préoccupations croissantes
du gouvernement en matière Furthermore, the government's growing
d’autosuffisance et son désir de limiter sa concerns about self-sufficiency and its
dépendance à l’égard des produits desire to limit dependence on imported
pétrochimiques importés (qui sont petrochemical products (which are
produits avec du pétrole), suggèrent que produced with oil) suggest that the
l’industrie pétrochimique du pays restera country's petrochemical industry will
un grand consommateur de pétrole dans remain a major oil consumer in the
les années à venir. years to come.

66
 Specialized Translation: Chinese to English

Source Text Target Text

农村发展的主要困难 农村发展的主要困难
THE PRIMARY CHALLENGES OF
RURAL DEVELOPMENT
中国农村发展承受着沉重的历史 中国农村发展承受着沉重的历史包
袱，改革的任务十分艰巨。以下几个
包袱，改革的任务十分艰巨。以
方面是中国农村发展所面临的主要困
下几个方面是中国农村发展所面 难：
China's rural development carries a
临的主要困难：
significant historical burden, and the
challenge of reform is formidable. The
main challenges with China's rural
农业经济效率低下
development are:
中国在相对少的土地上生产出了
农业经济效率低下
基本满足全国人口所需要的农产
THE AGRICULTURAL ECONOMY IS
品，这是以利用农业技术提高单 NOT AT PEAK EFFICIENCY
位土地面积产出的办法换来的。
中国在相对少的土地上生产出了基本
但是，中国农业的劳动生产率还 满足全国人口所需要的农产品，这是
很低，土地规模经营在农村失业 以利用农业技术提高单位土地面积产
出的办法换来的。但是，中国农业的
压力下很难发展，由此导致农民 劳动生产率还很低，土地规模经营在
不可能依靠农业经营获得很高收 农村失业压力下很难发展，由此导致
农民不可能依靠农业经营获得很高收
入。中国农业产值占全国 GDP 的 入。中国农业产值占全国 GDP 的比重
比重为 16.4%，农业劳动力的比重 为 16.4%，农业劳动力的比重却达到
50%（美国分别 1.6%和 2.6%：日本分
却 达 到 50% （ 美 国 分 别 1.6% 和 别为 1.7%和 4.8%）。
2.6%：日本分别为 1.7%和 4.8%） China has produced agricultural products
that essentially meet the needs of the
如果按照农业生产中实际的劳动 entire population on relatively limited
工资计算，中国农民耕种小麦每 land in exchange for the use of
agricultural technology to increase
个工作日可以收人 50 元左右，耕 production per unit of land area.
种玉米可收人 26 元左右，这个工 However, labor productivity in Chinese
agriculture is still very low, and it is
资率可以达到甚至超过城市工人 difficult for large-scale land cultivation
的水平，但因为农户耕种的土地 to develop under the pressure of rural
unemployment, making it difficult for
面积一般在半公顷左右，在种植 farmers to earn high incomes from
业经营上不可能充分就业，劳动 farming operations. China's agricultural
production accounts for 16.4% of the
效率也不可能提高。而农业效率 country's GDP, but the share of

67
低下，正是制约农民收入增长的 agricultural labor is as high as 50%
(1.6% and 2.6% in the United States,
根本原因。
1.7% and 4.8% in Japan).
现在，中国的农业劳动生产率已
如果按照农业生产中实际的劳动工资
有较大进步，但与发达国家水平
计算，中国农民耕种小麦每个工作日
相比还有明显差距。中国土地生 可以收人 50 元左右，耕种玉米可收人
产率比较高，单位土地面积的小 26 元左右，这个工资率可以达到甚至
超过城市工人的水平，但因为农户耕
麦产量、水稻产量和玉米产量， 种的土地面积一般在半公顷左右，在
都明显高于世界平均水平。小麦 种植业经营上不可能充分就业，劳动
效率也不可能提高。而农业效率低
单产高于美国，但低于荷兰和法 下，正是制约农民收入增长的根本原
国。 因。
If calculated on the basis of the real
wages of labor in agricultural production,
Chinese peasants can earn about 50 yuan
per working day for wheat cultivation
and about 26 yuan per person for corn
cultivation, and this wage rate can reach
or even exceed the level of urban
workers. But as the area of land
cultivated by peasant households is
usually about half a hectare, it is
impossible for them to be fully employed
in plantation operations, and it is
impossible to improve the efficiency of
labor. However, the low efficiency of the
agricultural sector is precisely the
fundamental reason that limits the
growth of farmers' incomes.

现在，中国的农业劳动生产率已有较
大进步，但与发达国家水平相比还有
明显差距。中国土地生产率比较高，
单位土地面积的小麦产量、水稻产量
和玉米产量，都明显高于世界平均水
平。小麦单产高于美国，但低于荷兰
和法国。
At present, China's agricultural labor
productivity has significantly improved,
however, there is still a notable gap
compared to developed countries.
China's land productivity is relatively
high, and the yield of wheat, rice, and
maize per unit land area is significantly
higher than the world average. Wheat
yields are higher than in the United
States but lower than in the Netherlands
and France.

68
69
GENEREL TRANSLATIONS
A- To French

English French
HSK、HSKK Exam Notice April Avis d'examen HSK et HSKK
2024 avril 2024
Exam Date: April 21,2024 Date d’examen : 21 avril 2024
(Sunday) (dimanche)

Conditions d'inscription :
Registration Instruction:
1- Matériel requis : pièce
d'identité, photo, certificat
1. Registration Materials: ID card,
HSK&HSKK (le cas
photo, HSK&HSKK certificate(if échéant)
have)
2- Frais d'inscription : HSK1 :
10 000 FCFA ; HSKK
2. Registration Fee: HSK1: 10000 initial : 10 000 FCFA ;
FCFA ； HSKK Basic:
3- HSK2-3 : 15 000 FCFA ;
10000 FCFA;
HSK4-6 : 20 000 FCFA ;

HSK2-3: 15000 FCFA; 4- HSKK Moyen : 15 000

HSK4-6: 20000 FCFA; FCFA ; HSKK Haut : 20
000 FCFA

HSKK Intermediate: 15000

FCFA ； HSKK Advanced: 20000
FCFA
3. Preferential Policies: Politiques préférentielles :

• Postuler pour chaque niveau :

1)Level-by-level registration: A
vous pouvez bénéficier d'une
5000 FCFA fee waiver can be réduction de frais de 5 000 FCFA
enjoyed with the certificate of the en présentant l'attestation du niveau
précédent.
previous level.
(For example, with the HSK1 (Par exemple : si vous postulez en
certificate, the HSK2 application HSK2 avec certificat HSK1, vous

70
fee will be reduced by 5000 FCFA; serez exonéré de 5000 FCFA ; il en
the same is true for the HSK3 va de même si vous postulez en
HSK3 avec certificat HSK2, et ainsi
application with the HSK2
de suite).
certificate; and so on; there will be Il n'y a aucune exemption pour
no reduction or exemption for l'enregistrement à plusieurs
niveaux.
cross-level registration.)
• Réexamen au même niveau : avec
2)Re-examination of the same l'attestation du dernier examen,
vous pouvez bénéficier d'une
level: A 5,000 FCFA fee reduction
réduction de frais de 5 000 FCFA.
is available with the certificate of
the previous examination. (Par exemple : si vous avez déjà
(For example, if you have already passé l'examen HSK4, mais que
vous n'avez pas réussi ou que vous
taken the HSK4 test and apply for avez postulé à nouveau en raison
the exam again because you did not d'améliorer vos scores, vous pouvez
pass or brushed your scores, you obtenir une réduction de 5 000
FCFA avec le certificat original.)
will get a 5000 Fran’s reduction
with the previous certificate.) 3. Lieu, heure et contacts de
l'inscription :
3.Registration Place, Time and
1. Bâtiment de l'Institut Confucius à
Contacts: SOA, Université de Yaoundé II

16 mars, 17 mars 2024 (9 h00-11

1. Confucius Institute Building in
h30 ; 14 h00-16 h30)
SOA , the University of Yaoundé II
March 16, March 17,2024 (9:00- Contact : Ms. Xu 682097214
11:30 am; 14:00-16:30 pm)
(Les étudiants de l'institut
Contact: Ms. Xu 682097214 Confucius peuvent s'inscrire auprès
(Confucius Institute students can de leurs professeurs avant ou après
register with a teacher before or les cours du 11 au 18 mars).

after class from March 11 to March

2. Contact Douala : professeur
18.) Wang 683400450
2. Douala Contact：Mr. Wang
3. Université de Maroua Contact :
683400450
M. BABONG RICHARD
3. Maroua University Contact：M. 691189684

71
BABONG RICHARD 691189684
March 11,2024 11 mars 2024

B- To English
French English
Réunissant tous les quatre ans les Bringing together the best athletes
meilleurs athlètes dans une in some thirty sports every four
trentaine de sports, les jeux years, the Olympic Games are the
Olympiques (JO) sont la plus largest sporting event in the world.
grande manifestation sportive du
monde.
Les jeux Olympiques d'hiver The Winter Olympics (since 1924)
(depuis 1924) sont réservés aux are dedicated to snow and ice
sports de neige et de glace et les sports, while the Summer Olympics
jeux Olympiques d'été (depuis (since 1896), the most significant,
1896), les plus importants, sont encompass all other disciplines.
consacrés à toutes les autres Stemming from the ancient Greek
disciplines. Issus des jeux Olympic Games, the Olympics
Olympiques de la Grèce antique, les were revamped in 1893 by Pierre de
JO ont été rénovés en 1893 par Coubertin (history of the Olympic
Pierre de Coubertin (histoire des Games).
jeux Olympiques).
Le nombre et la nature des The number and nature of
disciplines ont varié au cours du disciplines have varied over time.
temps. Certaines ont disparu Some have disappeared (such as
(comme le polo ou le rugby à XV), polo or rugby union), events have
des épreuves ont été supprimées been removed from retained sports
dans des sports conservés (comme (like standing long jump in
le saut en longueur sans élan en athletics); many disciplines have
athlétisme) ; beaucoup de been introduced (such as
disciplines ont été introduites (le taekwondo and triathlon in 2000 in
taekwondo et le triathlon en 2000 à Sydney, Australia, snowboarding in

72
Sydney, en Australie, le snowboard 1998 in Nagano, Japan, for
en 1998 à Nagano, au Japon, par example).
exemple).
Initialement, en tout cas Initially, at least officially, the
officiellement, les Jeux ont été Games were reserved for amateur
réservés aux sportifs amateurs. athletes. However, since 1992 – the
Mais, depuis 1992 – la participation participation of the American
de la Dream Team américaine de Dream Team basketball squad
basket-ball en est le meilleur being the prime example –
exemple –, les professionnels sont professionals have been allowed to
autorisés à participer aux jeux compete in the Olympic Games.
Olympiques.
Les jeux Olympiques sont organisés The Olympics are organized by the
par le Comité international International Olympic Committee
olympique (C.I.O.). Les jeux sont (IOC). The games are governed by
régis par the Olympic Charter, which
La Charte olympique qui contient contains the fundamental principles
les principes fondamentaux qui concerning the Olympic movement,
concernent le mouvement the IOC, international federations,
olympique, le C.I.O., les national Olympic committees, the
Fédérations internationales, les Olympic Games, and protocol.
Comités olympiques nationaux, les
jeux Olympiques et le protocole.

73
 C- Chinese to English
Source Text Target Text
“新中式”火爆出圈 “新中式”火爆出圈
The concept of the "new Chinese
style" shifts from the conventional
framework.
“马面裙又称马面褶裙，是汉服的一 “马面裙又称马面褶裙，是汉服的一
种，也是中国明清时期汉族女子着装 种，也是中国明清时期汉族女子着装
的典型款式。马面裙在中国的热销得
的典型款式。马面裙在中国的热销得 益于近年刮起的‘新中式’国潮风，即
益于近年刮起的‘新中式’国潮风，即 流行兼具中国传统风格与现代设计感
的服装。”这是新加坡《联合早报》网
流行兼具中国传统风格与现代设计感
站 3 月初一篇题为《马面裙让曹县再
的服装。”这是新加坡《联合早报》网 成宇宙中心？》的文章对马面裙的介
站 3 月初一篇题为《马面裙让曹县再 绍。文章引用的数据显示，2023 年，
曹县汉服年销售额超 70 亿元人民币，
成宇宙中心？》的文章对马面裙的介
而今年以马面裙为主的龙年拜年服销
绍。文章引用的数据显示，2023 年， 售额达 3 亿元。今年开年，曹县的汉
曹县汉服年销售额超 70 亿元人民币， 服工艺水平加上马面裙的网红效应，
令这个山东小城再度出圈。
而今年以马面裙为主的龙年拜年服销
售额达 3 亿元。今年开年，曹县的汉 During the Ming and Qing periods in
服工艺水平加上马面裙的网红效应， China, the horse-shaped skirt, often
referred to as the horse-faced pleated
令这个山东小城再度出圈。 skirt, was a popular Hanbok style worn
by Han Chinese women. Due to the
recent explosion of the "new Chinese"
fashion trend in China, which is the
popularity of clothes that blends modern
design with traditional Chinese styles,
horse-faced skirts are much sought-after.
Early in March, the Singaporean
newspaper Lianhe Zaobao published an
article about the horse-faced skirt under
the headline "The Horse-Faced Skirt:
Cao County's New Trend?" The article
states that in 2023, Hanfu sales in Cao
County would surpass 7 billion yuan
annually. Furthermore, sales of Chinese
New Year apparel, particularly skirts
with horse faces, are expected to reach

74
 300 million yuan this year. Cao County
is becoming more and more well-known
because of these skirts and the
handiwork of the region.

75
 2- Proof Reading and revision:
Interns were also responsible for proofreading and modifying already translated documents
to guarantee accuracy and clarity, as well as correcting grammatical and typographical
problems, as shown in the table below.

INITIAL TEXT PROOFREAD AND

CORRECTED
第四届“汉语桥”世界小学生中文比赛 第四届“汉语桥”世界小学生中文比
喀麦隆赛区初赛通知 赛喀麦隆赛区初赛通知
初赛要求： 初赛要求：
1. 具备比赛资格。（年龄 14 岁以 1. 具 备 比 赛 资 格 。 （ 年 龄 14
下、 非中国国籍 、在国外成长 、本 岁以下、 非中国国籍 、在国外成
人及其父母母语均非中文的外国在校 长 、本人及其父母母语均非中文的
小学生。上届全球决赛选手原则上不 外国在校小学生。上届全球决赛选
可连续两届参加比赛） 手原则上不可连续两届参加比赛）

2. 提交报名表。由所在学校辅导 2. 提交报名表。由所在学校辅
老 师 于 3 月 31 日 前 发 送 给 胡 老 师 导老师于 3 月 31 日前发送给胡老
WhatsApp：+237683914042 师 WhatsApp：+237683914042

3. 辅导老师对选手进行辅导，并 3. 辅导老师对选手进行辅导，
于四月底五月初前往雅温 并于四月底五月初前往雅温
得第二大学孔子学院参加线下全国总 得第二大学孔子学院参加线下全国
决赛。（具体时间等候通知） 总决赛。（具体时间等候通知）

4. 比赛内容包括自我介绍和才艺 4. 比赛内容包括自我介绍和才
表演。 艺表演。

5. 比赛表现优秀的将获得一定奖 5. 比赛表现优秀的将获得一定
品。本届喀麦隆冠军将去中国参加全 奖品。本届喀麦隆冠军将去中国参
球赛。 加全球赛。

76
 Plan de la phase préliminaire de la 4e
édition du concours mondial de
langue chinoise pour les élèves du
Plan de la phase préliminaire de la 4éme primaire pont chinois au Cameroun
édition du concours mondial de langue
chinoise pour élèves du primaire pont 1. Être éligible pour prendre
chinois au Cameroun part à la compétition. (Être
âgé de moins de 14 ans, ne
pas avoir de nationalité
Exigences de la phase préliminaire chinoise, avoir grandi hors
1. Être éligible pour prendre part à de la Chine, ne pas avoir le
la compétition. (être âgé de moins de 14 chinois comme langue
ans, ne pas être de nationalité chinoise, maternelle. En principe,
avoir grandi hors de de la Chine, ne pas ceux qui ont pris part à la
avoir le chinois comme langue phase finale de l'édition
maternelle. En principe ceux qui ont pris précédente du Pont chinois
part à la phase finale de l'édition au niveau mondial ne
précédente du pont chinois au niveau peuvent pas participer à
mondial ne peuvent pas deux éditions
participer à deux éditions consécutives.) consécutives.)
2. Envoyer le formulaire
d'inscription. Le
2. Envoyer le formulaire formulaire d'inscription
d'inscription. Le formulaire d'inscription doit être envoyé par
doit être envoyé par l'encadreur à M. Hu l'encadreur à M. Hu sur
sur WhatsApp au numéro: WhatsApp au numéro :
+237683914042 avant le 31 Mars. +237683914042 avant le 31 mars.
3- Les candidats seront encadrés
3) Les candidats seront encadrés par par leurs enseignants puis se
leur enseignants puis se rendront à rendront à l'institut Confucius
l'Institut Confucius de l'Université de de l'université de Yaoundé II
Yaoundé II pour la finale nationale en pour la finale nationale en

77
présentiel entre fin avril et début mai. (la présentiel entre fin avril et
date exacte sera communiquée début mai. (La date exacte
ultérieurement). sera communiquée
ultérieurement).
4) Le concours consistera en une 4- Le concours consistera
présentation de soi et une prestation d'un en une présentation de soi et
art chinois. une prestation d'un art chinois.
5- Les candidats ayant obtenu de
5) Les candidats ayant obtenu de bons résultats lors de la phase
bons résultats lors de la phase préliminaire seront
préliminaire seront récompensés. Le récompensés. Le gagnant du
gagnant du Cameroun de cette année ira Cameroun de cette année ira
en Chine pour participer à la compétition en Chine pour participer à la
mondiale. compétition mondiale.

INITIAL TEXT PROOFREAD AND CORRECTED

第十七届“汉语桥”世界中学生中文比 第十七届“汉语桥”世界中学生中文
赛喀麦隆赛区初赛通知 比赛喀麦隆赛区初赛通知
初赛要求： 初赛要求：
一、 具备比赛资格。（年龄原则上 一、 具备比赛资格。（年龄原则
14 岁至 18 岁、 非中国国籍 、在国 上 14 岁至 18 岁、 非中国国籍 、在
外成长 、本人 国外成长 、本人
及其父母母语均非中文的外国在校 及其父母母语均非中文的外国在校
中学生。上届全球决赛选手原则上 中学生。上届全球决赛选手原则上
不可连续两届参加比赛） 不可连续两届参加比赛）

二、 提交报名表。 二、 提交报名表。

三、 提交 1-2 分钟自我介绍视频， 三、 提 交 1-2 分 钟 自 我 介 绍 视

视频内容不限。可以介绍自己喜欢 频，视频内容不限。可以介绍自己
的人或事，视频中需要加入中华才 喜欢的人或事，视频中需要加入中

78
艺表演。 华才艺表演。
视频要求： 视频要求：
1. 视频要求横屏拍摄（不要自己 1. 视频要求横屏拍摄（不要自
加特效） 己加特效）
2. 图像和声音必须清晰 2. 图像和声音必须清晰
3. 拍摄地点必须光线充足，背景 3. 拍摄地点必须光线充足，背
干净 景干净
4. 选手着装必须正式，不可以穿 4. 选手着装必须正式，不可以
拖鞋、背心和短裤 穿拖鞋、背心和短裤
5. 视频录制完毕后，以 “姓名+ 5. 视频录制完毕后，以“姓名+
中文姓名+中学生初赛作品”进行命 中文姓名+中学生初赛作品”进行命
名 ， 于 4 月 10 日 前 发 送 给 陈 老 师 名，于 4 月 10 日前发送给陈老师
WhatsApp：+237674449386 WhatsApp：+237674449386

四、初赛表现优秀者将获得一定奖 四、初赛表现优秀者将获得一定奖
励。决赛将于五月中旬（具体时间 励。决赛将于五月中旬（具体时间
等候通知）在孔子学院线下举行。 等候通知）在孔子学院线下举行。
本届喀麦隆冠军将去中国参加全球 本届喀麦隆冠军将去中国参加全球
赛。 赛。

Plan de la phase préliminaire de la Plan de la phase préliminaire de la 17e

17ème édition du concours mondial de édition du concours mondial de
langue chinoise pour élèves du langue chinoise pour élèves du
secondaire Pont Chinois au Cameroun secondaire Pont chinois au Cameroun

Exigences de la phase préliminaire Exigences de la phase préliminaire

1. Être éligible pour prendre part à la Être éligible pour prendre part à la
compétition. (être âgé de 14 à 18 ans,
compétition. (être âgé de 14 à
ne pas être de nationalité chinoise,
18 ans , ne pas être de nationalité
avoir grandi hors de la Chine, ne pas
chinoise, avoir grandi hors de de la
avoir le chinois comme langue
Chine, ne pas avoir le chinois comme
maternelle). En principe, ceux qui ont
langue maternelle. En principe ceux pris part à la phase finale de l'édition
qui ont pris part à la phase finale de précédente du Pont chinois au niveau
l'édition précédente du pont chinois au mondial ne peuvent pas participer à
niveau mondial ne peuvent pas deux éditions consécutives.
participer à deux éditions

79
consécutives.) 2. Envoyer un formulaire d'inscription

2. Envoyer un formulaire d'inscription 3. Envoyer une vidéo de présentation

de soi de 2 à 3 minutes, dont le
3. Envoyer une vidéo de présentation contenu n'est pas limité. On peut
de soi de 2 à 3 minutes, dont le contenu présenter quelqu'un ou quelque chose
n'est pas limité. On peut présenter qu'on aime, et on doit y inclure une
quelqu'un ou quelque chose qu'on prestation d'un art chinois.
aime, et on doit y inclure une prestation
d'un art chinois.
Exigences relatives à la vidéo.
Exigences relatives à la vidéo.
① la vidéo doit être tournée en
 La vidéo doit être tournée en
orientation paysage (ne pas y ajouter
orientation paysage (ne pas y
d'effets spéciaux )
ajouter d'effets spéciaux).
② l'image et le son doivent être
clairs
 L'image et le son doivent être
③ le lieu d'enregistrement de la clairs.
vidéo doit être bien éclairé et l'arrière-
plan propre  Le lieu d'enregistrement de la
④ les participants doivent être vidéo doit être bien éclairé et
habillés de manière formelle, les l'arrière-plan propre.
sandales, débardeurs et shorts sont à
proscrire.  Les participants doivent être
⑤ Une fois la vidéo enregistrée, habillés de manière formelle,
nommez-la "nom + nom chinois + 中 les sandales, débardeurs et
学生初赛作品" et envoyez-la à Mme. shorts sont à proscrire.
Chen sur WhatsApp au
numéro : +237674449386 avant le 10  Une fois la vidéo enregistrée,
avril. nommez-la « nom + nom
chinois + 中学生初赛作品 » et
4. Les candidats ayant obtenu de bons envoyez-la à Mme. Chen sur
résultats lors de la phase préliminaire WhatsApp au Numéro :
seront récompensés. Le gagnant du +237674449386 avant le 10
Cameroun de cette année ira en Chine avril.
pour participer à la compétition
4. Les candidats ayant obtenu de bons
mondiale.
résultats lors de la phase préliminaire
seront récompensés. Le gagnant du
Cameroun de cette année ira en Chine
pour participer à la compétition
mondiale.

80
81
 3- Transcribing and Translation :
I was assigned to the HSK 3 class and was tasked with transcribing and translating to
French , the play that the class had selected to present for the Chinese Language Day.
The title of the play: 嫦娥奔月 Chang E Flying to the Moon|Mid-Autumn Festival
Web Link: https://youtu.be/RFrAiLuxQsI?si=f24ZOzxbvMCZm0fD

The transcribed text is delivered in the same format as requested for translated texts:

嫦娥奔月
« Chang'e s'envole vers la lune. »

很久以前 有一个美丽善良的女人 她叫嫦娥 她的丈夫后羿是一位伟大的英雄

Il y a longtemps, il y avait une femme belle et gentille appelée Chang'e. Son mari, Houyi,
était un grand héros.

相传在远古时代天上有十个太阳 晒得土地裂开了， 河水都干了 为了拯救人类 后羿爬

上最高的山 把天上九个太阳都射了下来 只留下一个
On dit que dans un passé lointain, il y avait 10 soleils dans le ciel, ce qui a provoqué
l'assèchement de la terre et l'assèchement des rivières. Pour sauver le monde et les êtres
humains, il a escaladé la plus haute montagne et a utilisé son arc et ses flèches pour abattre
neuf des soleils, n'en laissant qu'un.

从此天气变得正常了百姓能安居乐业了为了奖励后羿 天上的神仙送给他一颗仙丹吃
了就能飞天成仙 但是后羿舍不得妻子嫦娥就没吃仙丹 只把仙丹收藏起来
Depuis, le temps est redevenu normal. Les gens peuvent vivre et travailler dans la paix et le
contentement. Afin de récompenser Houyi, les dieux du ciel lui donnèrent un élixir qui le
ferait voler dans le ciel et devenir immortel. Mais Hou Yi ne voulait pas quitter sa femme
Chang'e, alors il ne mangea pas l'élixir. Il a juste gardé l'élixir.

后羿有个坏徒弟 得知了仙丹的事有一次他趁着后羿出门跑到他们家，用剑指着嫦娥
逼她交出仙丹嫦娥不想让仙丹 落到坏人手中只好把药放到自己嘴里吞了下去
L'un des mauvais élèves de Houyi était au courant de l'existence de l'élixir. Un jour, alors
que Houyi n'était pas à la maison, il a couru chez eux, a pointé son épée sur elle et l'a forcée

82
à lui donner l'élixir. Chang'e ne voulait pas que l'élixir tombe entre de mauvaises mains,
alors elle devait prendre l'élixir d'immortalité.

嫦娥吃了仙丹突然飘飘悠悠地飞了起来她飞出窗子，飞过了田野 越来飞越高夜空挂
着一轮明月嫦娥一直朝着月亮飞去
Après avoir pris l'élixir, elle a commencé à voler. Elle s'est envolée par la fenêtre, et au-
dessus des champs, elle a volé de plus en plus haut. Une lune brillante était suspendue dans
le ciel nocturne, et elle s'est envolée vers la lune.

后羿回来，知道了事情的经过十分伤心他向天空望去 只看到一轮金黄的满月月亮中
的嫦娥正向他微笑 后羿赶紧把嫦娥最爱吃的点心 摆上了桌子
Quand Houyi est revenu, il savait ce qui s'était passé, et il était extrêmement triste. Il regarda
le ciel.
Il ne vit qu'une pleine lune dorée, et Chang'e lui souriait dans la lune. Houyi a rapidement
mis sur la table les dim sum préférés de Chang'e.

当地的百姓听说了这件事情也纷纷在院子里摆上食物表达对嫦娥的祝福也向她企求平
安这天刚好是农历八月十五 后来大家就把这天定为中秋节
La population locale a entendu parler de cet incident. Ils ont tous mis de la nourriture dans la
cour pour exprimer leurs souhaits à Chang'e et prier pour la sécurité de la famille. C'était le
15 août du calendrier lunaire. Plus tard, ce jour a été désigné comme la fête de la mi-
automne.

从此中秋节赏月拜月的习俗就在民间传开了到了今天中秋节依旧是一个团圆的节日
每到中秋节，人们都会和家人聚在一起吃月饼 猜灯谜赏花灯
Depuis lors, la coutume d'admirer la lune et d'adorer la lune s'est répandue parmi les gens.
De nos jours, la fête de la mi-automne est toujours une fête de retrouvailles. Chaque fête de
la mi-automne, les gens se réunissent en famille pour manger des gâteaux de lune, deviner
des énigmes de lanternes, assister aux spectacles de lanternes, etc.

在 900 多年前的一个中秋节北宋著名文学家苏轼写下了《水调歌头 ·明月几时有》表

达了对亲人的思念和祝愿更表现了他豁达的心胸 后来，这首词被谱成曲变成了一首
歌

83
Il y a plus de 900 ans, à l'occasion de la fête de la mi-automne, Su Shi, un célèbre écrivain
de la dynastie des Song du Nord, a écrit un poème, « Shui Diao Ge Tou : Combien de temps
la pleine lune apparaîtra-t-elle ? », exprimant ses pensées et ses meilleurs vœux pour ses
familles et montrant son ouverture d'esprit. Plus tard, ce poème a été composé en chanson.

84
 CHAPTER 4: INTERPRETATION

Throughout the practicum, interns worked on developing their interpreting skills through
two distinct modalities: Sight Translation and Dialogue Interpreting. Sight Translation
demanded a proficiency in comprehending written text in one language (reading skills) and
articulating its meaning fluently in another. Conversely, Dialogue Interpreting required
interns to attentively listen to the teachers’ message/instructions and subsequently convey it
in another language after the speaker. These exercises predominantly took place between
Chinese and French.

1- Sight Translation:

Over a period of 3 weeks, this exercise was carried out during visits from schools including
Collège Bilingue le Berceau des Anges, École Catholique Saint-Marc, Collège Sainte
Famille, and Lycée de Soa.

With the source material being information panels, we had the opportunity to apply various
oral-to-oral interpreting strategies, such as reformulation and condensation.

Reformulation, a technique where the interpreter paraphrases or rephrases the original text
while preserving its meaning, proved necessary in certain contexts where the source text
was quite complicated, and we deemed it necessary to reformulate the message in the target
language without altering its essence for better understanding by the pupils and secondary
students.

Similarly, condensation played a crucial role in summarizing lengthy texts displayed on the
wall. By selecting and presenting the key points concisely, we were able capture the essence
of the message while saving time. This was particularly important in situations where there
was limited time for interpretation.

85
Other observations:
1- It was observed that the source text remains visually accessible throughout the
interpretation. Unlike other forms of interpreting where the source language speaker's
pace dictates the flow, sight translation allowed interns to maintain constant visual
contact with the text, enabling us to refer back to specific sections as needed.

2- We found that with sight translation, we had more freedom to control the speed of
delivery because it wasn't tied to the pace of a live speaker. This flexibility allowed us
to adjust our delivery speed to make sure the interpretation was clear and easy to
understand, which improved its overall quality.

However, it was also observed that despite having flexibility, interpreters should aim to
deliver smoothly as a general rule. While they can control the pace, it's crucial to prioritize
coherence and fluency. This highlights the need to balance flexibility with effective
communication, even when interpreters have more control over the delivery speed.

Here are some of the information panels we were required to interpret:

86
87
88
89
 2- Dialogue Interpreting :
Engaging in various activities such as World Chinese Day, Chinese Food Day explorations,
candidate registrations for the Chinese proficiency exam, and invigilating exams, our
interpretation tasks predominantly fell under dialogue interpreting. This entailed facilitating
spontaneous one-on-one communication between Chinese teachers and French-speaking
students, encompassing tasks from translating questions to relaying instructions.

The following observations were made:

 It was observed that dialogue interpreting operates similarly to consecutive

interpreting, with speakers pausing for interpreters to convey messages.

 However, dialogue interpreting proceeds sentence by sentence, unlike consecutive

interpreting, which involves longer segments.

 This method does not demand advanced skills such as note-taking or summarization.

 Dialogue interpreting is considered a "light" form of interpretation, requiring only

one interpreter and no specialized equipment.

 Dialogue interpreting allows for near-real-time understanding and facilitates

clarifications or questions from participants.

90
 CONCLUSION

This academic internship, marking a first for ASTI Students, with the focus being primarily
on the third language, came with numerous opportunities.

From improving our Chinese language proficiency, to enriching our intercultural

competence, gaining practical knowledge in Chinese-English translation, and a practical
guide on offering Chinese language lessons, the opportunities this experience has given us
seem endless. The practical experience cannot be overstated.

It's evident that this partnership between the Confucius Institute and The Advanced School
of Translators and Interpreters holds immense promise, offering students a plethora of
benefits, including skill enhancement, possible scholarships, and more.

Looking ahead, there are potential areas for improvement or expansion in future iterations of
the internship program, especially for the coming interns, the most important being;
emphasizing the importance of taking the proficiency test.

91
DAILY LOG OF ACTIVITIES

WEEKS DAILY ACTIVITY

WEEK ONE MARCH 4-MARCH 9

 Welcome by the Director Mme Xue and

Supervisor, Ms; Chen Ying
 Introduction to the staff of Confucius
Institute

 Discovering the school environment

 Observation of teaching at Franky

Comprehensive Secondary School and at
the Confucius Institute. (Monday and
Wednesday)

 Writing and submission of observation

report.

 Sight translation of information panels

during a visit from LA PIETE Bilingual
College, Soa Yaoundé and Collège Sainte
Famille

 Translation Assignment: Translating

announcement related to a scholarship
briefing to be held at the Confucius
Institute.

Participating at the women’s day celebration with

the staff of the Confucius Institute.
WEEK TWO MARCH 11 – MARCH 12
 Preparation of Lesson Plan for teaching
Practice at Franky Comprehensive

92
 Secondary School.
 Assisting HSK 3 classes
 Library Duty (Tuesday)
 First Translation Exercise
 Sight translation of information panels
during a visit from École Catholique Saint-
Marc
 Proofreading documents related to the
preliminary rounds of the Chinese Bridge
Competition and the 10th edition of the
Chinese song competition.
Interpretation exercise: assisting in the registration
of candidates for the Chinese Proficiency Exams
WEEK THREE MARCH 18 – MARCH 23
 Library Duty (Tuesday)
 First Teaching Practice Lesson at the
Confucius Institute and Franky
Comprehensive Secondary School.
 Transcribing Drama Play
 Assisting Staff in Correction of assignments
 Sight translation of information panels
during a visit from Collège Bilingue le
Berceau des Anges (Cradle of Angels
Bilingual School)
 Assisting HSK 3 classes (Monday and
Wednesday)
Translation of weekly articles
WEEK FOUR MARCH 25 – MARCH 30
 Teaching Chinese language at Franky
Comprehensive Secondary School.
 Library Duty (Tuesday)
 Assisting HSK 3 classes
 Assisting in correction of assignments

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 Translation of Weekly Articles
WEEK FIVE APRIL 1 - APRIL 6
 Teaching Chinese language at Franky
Comprehensive Secondary School.
 Library Duty (Tuesday)
 Translation of weekly articles
 Invigilating end of session exams
 Preparatory activities for the Chinese
Language Day
Celebration of the Chinese Language Day
WEEK SIX APRIL 8 – APRIL 13
 Translation of weekly article
 Library Duty (Tuesday)
 Invigilation of the HSK 3 practise exam.
 Exploring the China-Cameroon Food Day
Assisting in Interpretation during the event
WEEK SEVEN APRIL 15 – APRIL 20
 Translation of weekly articles
Library Duty (Tuesday)
WEEK EIGHT APRIL 22 – APRIL 27
 Teaching Chinese language at Franky
Comprehensive Secondary School.
 Translation of weekly article

Library Duty (Tuesday)

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