Li Li

Healthcare interpreting and language access in medical settings, with specialist knowledge of maternity interpreting services. Interpreting modalities, including video-mediated interpreting (VMI), telephone interpreting and in-person interpreting in healthcare contexts. Technology implementation and evaluation in healthcare contexts. Mixed-methods research design, particularly transformative approaches to interpreting studies. Public service interpreting policy and service provision analysis. Community interpreting practice and professional development. Stakeholder engagement in language service delivery. Access theory application to interpreting services. NHS interpreting service provision and quality assessment. Mandarin Chinese-English interpreting and translation. Cross-cultural communication in healthcare settings. Language barriers and health equity. Interpreting service commissioning and decision-making processes. Professional standards and training in public service interpreting. 

I am a Lecturer in Interpreting and Translation Studies at the University of Stirling, bringing together extensive professional practice with rigorous academic research. As a qualified Mandarin Chinese-English interpreter and translator, I am a member of the Institute of Translation and Interpreting (ITI) and the Chartered Institute of Linguists (CIOL) and am registered with the National Register of Public Service Interpreters (NRPSI). This professional foundation informs my research approach, bridging the gap between theoretical frameworks and real-world practice. 

My PhD research, 'Maternity Interpreting in the UK Healthcare System: An Investigation of Access, Service Provision, and Video-Mediated Interpreting (VMI) with Multiple Stakeholders', represents the first comprehensive mixed-methods investigation of interpreting services in UK maternity settings. Conducted during the COVID-19 pandemic, this transformative research engaged eight stakeholder groups to examine the complex challenges facing women who speak languages other than English (LOTE) when accessing maternity care. The study revealed critical insights into how systemic barriers affect interpreting service provision and highlighted the limitations of technology-focused solutions without addressing underlying structural issues. 

My research centres on interpreting services within healthcare contexts, with particular expertise in maternity interpreting. I investigate the intersection of language access, health equity, and service provision quality, employing transformative mixed-methods approaches that prioritise social justice outcomes. Key areas include the implementation and effectiveness of video-mediated interpreting (VMI) technologies, stakeholder engagement patterns, and decision-making processes surrounding interpreting modality choices. 

I am particularly interested in how systemic barriers within healthcare systems affect language service provision and the experiences of service users. My work examines the complex ecosystem of interpreting service provision, including the perspectives of service users, healthcare providers, interpreters, language service providers, commissioners, and trainers. This multi-stakeholder approach reveals the interconnected challenges that perpetuate inadequate language support in healthcare settings. 

I teach across undergraduate and postgraduate programmes in interpreting and translation studies, coordinating key modules on interpreting skills and cross-cultural communication. My teaching covers interpreting skills development, practical translation, professional development, Chinese language, culture and cross-cultural communication. I supervise dissertations and integrate practical, professional, and research-led approaches to prepare students for careers in interpreting and translation. My pedagogical philosophy emphasises the connection between professional practice and academic theory, drawing on my extensive field experience as a practitioner. I am particularly committed to developing students' critical thinking about language access issues, ethical decision-making in interpreting contexts, and reflexive practice that can contribute to positive change in multilingual communication.