Using Peer Instruction to Develop a New Pedagogy for Translation

Wai Ping Yau, Kwok Kan Gloria Lee

Research output: Chapter in book/report/conference proceedingChapterpeer-review


This project sought to develop a pedagogy of “peer instruction” (PI) in the context of the translation programme in order to address important issues such as conceptual understanding, problem-solving skills and student ownership of learning, which research has shown are among the biggest challenges arising from the teaching and learning of translation (e.g., Chesterman, 2000; Baer & Koby, 2003, Dimitrova, 2005; Katan, 2011). Peer instruction as pioneered by Mazur (1997, 2009) in the context of teaching physics combines ConcepTests (which require the active use of conceptual understanding) with collaborative, problem-based and project-based learning to enhance student engagement as well as their problem-solving skills. Peer instruction had been extended to other subjects but not translation. By applying the principles and techniques of peer instruction, this project aimed to develop a pedagogy that not only addresses the issues arising from the teaching and learning of translation but also possesses the potential for wider application to other programmes of study.
Original languageEnglish
Title of host publicationStudies on Teaching and Learning
EditorsAtara Sivan, Tushar Chaudhuri, Siu Yin Cheung, Eva Y. W. Wong , Theresa Kwong, Lisa Law
Place of PublicationHong Kong
PublisherPearson Education Asia
Number of pages10
ISBN (Print)9789882432581
Publication statusPublished - Dec 2018

User-Defined Keywords

  • ConcepTests
  • Flipped Classroom
  • Peer Instruction
  • Translation Pedagogy


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