Please use this identifier to cite or link to this item: http://hdl.handle.net/10397/95972
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dc.contributorDepartment of Chinese and Bilingual Studiesen_US
dc.creatorWu, Zen_US
dc.date.accessioned2022-10-28T07:28:30Z-
dc.date.available2022-10-28T07:28:30Z-
dc.identifier.isbn9781003197027 (Electronic)en_US
dc.identifier.urihttp://hdl.handle.net/10397/95972-
dc.language.isoenen_US
dc.publisherTaylor & Francis Groupen_US
dc.rights© 2022 selection and editorial matter, Riccardo Moratto and Defeng Li; individual chapters, the contributorsen_US
dc.rightsThe right of Riccardo Moratto and Defeng Li to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.en_US
dc.rightsAll rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.en_US
dc.rightsThis is an Accepted Manuscript of a book chapter published by Routledge in Global Insights Into Public Service Interpreting : Theory, Practice and Training on 19 November 2021, available online: http://www.routledge.com/9781003197027.en_US
dc.titleCase-based learning for public service interpreting : designs and proceduresen_US
dc.typeBook Chapteren_US
dc.identifier.spage202en_US
dc.identifier.epage219en_US
dc.identifier.doi10.4324/9781003197027-16en_US
dcterms.abstractResearch 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.en_US
dcterms.accessRightsopen accessen_US
dcterms.bibliographicCitationWu, Z. (2021). Case-based learning for public service interpreting. In R Moratto, D Li (Eds.), Global insights into public service interpreting : theory, practice and training (pp. 202-219). Routledge. https://dx.doi.org/10.4324/9781003197027-16en_US
dcterms.issued2022-
dc.description.validate202209 bcchen_US
dc.description.oaAccepted Manuscripten_US
dc.identifier.FolderNumbera1576-
dc.identifier.SubFormID45496-
dc.description.fundingSourceSelf-fundeden_US
dc.description.pubStatusPublisheden_US
dc.description.oaCategoryGreen (AAM)en_US
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