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The present chapter considers how Aristotle’s concept of phronesis, in both its epistemic and ethical dimensions, can usefully inform current thinking about how future translators should be educated, and how their teachers can learn with them – experientially, collaboratively, ethically and co-emergently. We do not live in Aristotle’s world, so it is illusory to imagine we can directly apply his concept of practical wisdom to twenty-first century professional life and learning. However, it can serve as a useful starting point to conceptualize a fundamental aspect of knowledge-building that, for want of being known or adequately categorized, has been largely neglected in the discourse on translator competence and didactics.

This chapter is the product of parallel as well as joint efforts by the three authors to further develop collaborative approaches to learning and teaching with the aim of contributing to sustainable innovation in translator education. In the first part of the chapter, Don Kiraly introduces an abductive frame of reasoning and an interpretivist line of inquiry for investigating processes in translator education. He then presents some of the abductive milestones along his own research trajectory, focusing particularly on findings from three action research case studies that have fed into a post-positivist model of translator expertise emergence that all three authors of this chapter are now attemping to apply and enhance. In the second part of the chapter, Gary Massey takes an organisational perspective to pre-sent and discuss the applicability of the co-emergence concept to the continuing development of translator education programmes and institutions. He refers to measures that have been un-dertaken at IUED to foster curriculum development and organisational learning within the context of the model Kiraly proposes. In the third part, Sascha Hofmann outlines the genesis of a ‘translation agency simulator’, which he is currently developing at FTSK as an instructional tool for simulated translation project work. As will be explained in the discussion below, simulated translation project work can be seen to dovetail with both instruction in elementary domain-specific skills and concepts and complex authentic translation project work towards the end of a programme of study.

The global spread of English, its diversification into Englishes or varied forms of English at meetings and conferences and the marked increase in source speeches produced by non-native English speakers are key factors impacting the work of conference interpreters today. Yet, interpreting students are still predominantly trained for contexts in which native speakers communicate with other native speakers of different languages. This paper reports on one of the first research-monitored training modules attempting to raise students' awareness of the new situation and help them to develop coping strategies for various (non-native) forms of English in the world. At the ZHAW Zurich University of Applied Sciences’ Institute of Translation and Interpreting (IUED), „global Englishes“ mock conference units were introduced into the curriculum over three autumn terms from 2012 to 2014. The paper analyses students’ interpretations of African ESL (English as a second language) speeches as well as an innovative way of conducting research. It then presents introspective data gathered from the interpreter trainees’ experience of genuine ELF (English as a lingua franca) conference performances. Finally, it discusses the implications of ESL- and ELF-speaker-induced problems for interpreter training. In conclusion, the paper draws attention to the benefits of a systematic module combining interpreting practice with theoretical reflection as well as of combinational transcription and cross-method analysis procedures.

Im Beitrag werden Sprachdaten aus dem Respeaking-Prozess, einer Methode zur Live-Untertitelung von Fernsehbeiträgen, analysiert. Ausgewertet wurden 9 Beiträge des Schweizer Fernsehens SRF: 8 Nachrichten- oder Sachbeiträge sowie eine Kommentierung eines Eishockeyspiels. Der Fokus der Untersuchung und Analyse liegt auf der Veränderung der Syntax beim Transfer von gesprochener Sprache in geschriebene Sprache. Zur Beschreibung dieses Transfers wird die QIT-Methode (Jekat, erscheint) verwendet.