Research on public service interpreting (PSI) education has been concerned more with curriculum models and programme description, but less with pedagogical designs or procedures. To address this gap, this chapter exemplifies a case-based learning design in an Advanced Liaison Interpreting course at a university in Hong Kong. The MA-level course features PSI in educational, healthcare, and legal settings. The case-based learning design revolves around four stages: (1) gain access to a case; (2) define an issue of inquiry; (3) engage in inquiry; and (4) develop understanding. To facilitate students’ active inquiry of PSI issues, three metacognitive scaffolds are provided: question prompts, decision matrixes, and Toulmin’s model of argumentation. This chapter elucidates how these scaffolds are designed in conjunction with selected cases (i.e., real-life PSI transcripts). This chapter argues that the case-based learning design can sensitise students to the complexities inherent in PSI professional practices and thus develop their reflective and critical thinking skills necessary for future professional development.
|Title of host publication||Global Insights into Public Service Interpreting|
|Subtitle of host publication||Theory, Practice and Training|
|Editors||Riccardo Moratto, Defeng Li|
|Place of Publication||London|
|Publisher||Routledge/Taylor & Francis Group|
|Publication status||Published - Nov 2021|