The chapter deals with project-based learning through simulation. In particular, it focuses on how to design, organise, conduct and evaluate simulations of real-life assignments in the classroom in order to make dialogue interpreting training closer to the real world. The chapter is divided into three sections. The first is devoted to a brief review of the literature on role-play as a training tool and to the identification of their potential and limits. In the second sec- tion, two main issues are dealt with. The first sub-section concentrates on the Conversation Analytic Role-play Method (CARM) developed by Stokoe and other strategies that can be used to tackle problems deriving from the fiction- al nature of role-play. In the second sub-section, all stages – from planning to conducting to evaluating – are considered, taking into account different degrees of complexity reflecting specific training goals. Finally, the last sec- tion addresses assessment objectives and methodology, with special attention being paid to the importance of finding ways to involve the whole group of trainees, not just those playing roles, as it is the only way for role-play exercises to be really useful.
