ENGL 1100 (Wright): Health and Human Services: Interpreting

This is a Course Guide for a Health and Human Services contextualized English 1100 course. It contains readings used in the course as well as links to the various academic topic/program area Research Guides.

Program Areas

Interpreter Education Program (ASL)

Readings for this program are listed below.  The readings are sorted by personal, topical, and research issues to correspond to the three writing projects in the course.

Research Guides

This link is for the Research Guide related to the program area.  Links found in this Research Guide will lead you to websites, books, journals, and other resources connected to the program.

Readings-Interpreter Education Program (ASL)


Cozine, P. (2016). The language of family. Guideposts, 71(5), 36.


King, J. F. (2018). Interpreting for deaf students: Facts and fantasies. Exceptional Parent, 48(3), 42–43.


Nelson, D. (2018). A love of language. Grand Rapids Business Journal, 36(8), 6.



Moses, A., Golos, D., & Bennett, C. (2015). An Alternative Approach to Early Literacy: The Effects of ASL in Educational Media on Literacy Skills Acquisition for Hearing Children. Early Childhood Education Journal, 43(6), 485–494.


Napier, J. (2004). Sign Language Interpreter Training, Testing and Accreditation: An International Comparison. American Annals of the Deaf, 149(4), 351–360.


Ozolins, U. (2011). Telephone interpreting: Understanding practice and identifying research needs. Translation & Interpreting, 3(2), 33–47.


Peters, S., Mary, A., & Kubitski, H. (2017). Communicating for team success "I see what you are saying". Armed Forces Comptroller, 62(3), 53–57.


Scher, E., Janasek, L., Brosky, Jr., J.A., & McBee, J.P. (2016). A pilot survey on prevalence of work-related musculoskeletal injuries in sign language interpreters. Orthopaedic Physical Therapy Practice, 28(3), 200–204.


Sheppard, K. (2011). Using American Sign Language interpreters to facilitate research among deaf adults: Lessons learned. Journal of Transcultural Nursing, 22(2), 129–134.


Video-remote interpreting is effective solution if sign language interpreters are in short supply. (2013). Disability Compliance for Higher Education, 19(1), 4–5.


Weiner, M. T., Day, S. J., & Galvan, D. (2013). Deaf and Hard of Hearing Students’ Perspectives on Bullying and School Climate. American Annals of the Deaf, 158(3), 334–343.



Best, B. (2019). Exploring signed language interpreters’ perceptions of e-professionalism on Facebook. Translation & Interpreting, 11(1), 63–78.


Hommes, R. E., Borash, A. I., Hartwig, K., & Degracia, D. (2018). American sign language interpreters perceptions of barriers to healthcare communication in deaf and hard of hearing patients. Journal of Community Health, 43(5), 956–961.


Smith, C., & Dicus, D. (2015). A preliminary study on interpreting for emergent signers. Sign Language Studies, 15(2), 202–224.


Van Dijk, R., Christoffels, I., Postma, A., & Hermans, D. (2012). The relation between the working memory skills of sign language interpreters and the quality of their interpretations. Bilingualism: Language and Cognition, 15(2), 340–350.

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