Case-based learning for public service interpreting: Designs and procedures

Research output: Chapter in book / Conference proceedingChapter in an edited book (as author)Academic researchpeer-review


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.
Original languageEnglish
Title of host publicationGlobal Insights into Public Service Interpreting
Subtitle of host publicationTheory, Practice and Training
EditorsRiccardo Moratto, Defeng Li
Place of PublicationLondon
PublisherRoutledge/Taylor & Francis Group
ISBN (Electronic)9781003197027
ISBN (Print)9781032053189
Publication statusPublished - Nov 2021


Dive into the research topics of 'Case-based learning for public service interpreting: Designs and procedures'. Together they form a unique fingerprint.

Cite this