Objective:

This article aims at giving arguments to support that the intercultural-interlinguistic competence, together with the translating competence, is the central goal of the process of education of translators.

Methods:

The authors rely on a historical approach to examine the antecedent and main trends in the education of translators in Cuba, and the analysis of bibliographic and documentary sources to device a description of the system of competencies characterizing translator performance to support new education strategic requisites for the process of educating translators at the university.

Results:

The main findings were the identification of former trends in the education of translators, the description of the intercultural-interlinguistic competence within the system of translating competencies, and the proposal of strategic requirements favoring a professional approach in the education of translators.

Conclusion:

A translator is an intercultural mediator, consequently, its education process should pay attention to the articulated and balanced development of communicative, translating and intercultural-interlinguistic competencies.

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