Akamatsu, C. T., & Cole, E. (2000). Meeting the psychoeducational needs of deaf immigrant and refugee children. Canadian Journal of School Psychology, 15(2), 1-18.

Association of Visual Language Interpreters of Canada. (Ratified July 2000). Retrieved May 1,2019, from http://www.avlic.ca/ethics-and-guidelines/english

Baker-Shenk, C. (1986). Characteristics of oppressed and oppressor peoples: Their effect on theinterpreting context. Retrieved May 1, 2019 from Interpreter Education: http://www.interpretereducation.org/wp-content/uploads/2014/04/Characteristics-of-the-Oppressed_110314.pdf

Cokely, D. (1986). The effects of lag time on interpreter errors. Sign Language Studies, 341-375

Dean, R. K. & Pollard, R. Q. (2013). The demand control schema: Interpreting as a practice profession. North Charleston: CreateSpace Independence Publishing Platform.

Hall, B.C. (2017). Self-care & sign language interpreters: 8 ways to ease trauma. Retrieved May 1, 2019 from Street Leverage: https://streetleverage.com/2017/06/self-care-sign-language-interpreters-8-ways-to-ease-trauma

Hall, M. L., Hall, W. C., & Caselli, N. K. (2019). Deaf children need language, not (just) speech. First Language, 0142723719834102.

Harding, Anita. 2011. The Interpreting Profession and Audism. AVLIC News 27:1, Winter/Spring 2011. 1, 4. Copyright AVLIC.

Hopcroft, R. L. (2018). The Oxford handbook of evolution, biology, and society. New York, NY: Oxford University Press.

Janzen, Terry, and Barbara Shaffer. 2008. Intersubjectivity in interpreted interactions: The interpreter’s role in co-constructing meaning. In Jordan Zlatev, Timothy Racine, Chris Sinha and Esa Itkonen (Eds.), The Shared Mind: Perspectives on Intersubjectivity. Amsterdam/Philadelphia: John Benjamins. 333-355. Copyright John Benjamins Publishing Company.

Janzen, T. (2008). Topics in signed language interpreting. Amsterdam: John Benjamins Publishing Company.

Malkowski, Gary. 2003. Interpreters: Supporters of an Audist or Audist-Free Zone. AVLIC News 19:3, Fall/Winter 2003. 10-13. Copyright AVLIC.

Mindess, A. (2014). Reading between the signs: Intercultural communication for sign language interpreters. Boston: Intercultural Press.

Napier, Jemina. 2004. Interpreting Omissions: A New Perspective. Interpreting 6:2, 117-142. Copyright John Benjamins Publishing Company.

Oliva, G. A. (2004). Alone in the mainstream: A deaf woman remembers public school (Vol. 1). Gallaudet University Press.

Padden, Carol, and Tom Humphries. 2005. Inside Deaf Culture. Cambridge, MA: Harvard University Press. ISBN-10: 0674022521 or ISBN-13: 978-0674022522

Wadensjö, Cecilia. 2002 [1993]. The Double Role of a Dialogue Interpreter. In Franz Pöchhacker and Miriam Shlesinger (Eds.), The Interpreting Studies Reader. London and New York: Routledge. 355-370. Copyright Cecilia Wadensjö.

Wilcox, S., & Shaffer, B. (2005). Towards a cognitive model of interpreting. Benjamins Translation Library, 63, 27.

Witter-Merithew, C. S. C., & Nicodemus, C. I. (2012). Toward the International Development of Interpreter Specialization: An Examination of Two Case Studies. Journal of Interpretation, 20(1), 8.

Wolbers, K. A., Dimling, L. M., Lawson, H. R., & Golos, D. B. (2012). Parallel and divergent interpreting in an elementary school classroom. American annals of the deaf, 157(1), 48-65.

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The above readings can be extremely beneficial to an interpreting student and/or an interpreter working in the field. Each reference cited here has, in one way or another, had an impact on my education at Douglas College. There have been papers, such as Association of Visual Language Interpreters of Canada (2000), that educate on the proceedings and guidelines outlining ethical and professional practice as a sign language interpreter in Canada. Some readings, for example Janzen (2008), discuss the many theories and topics involved in sign language interpreting. Other readings can help interpreters working in an educational setting and the variety of children we may encounter and the different needs they may have (Akamatsu, 2000). There are also readings relating to self-care, an essential part of being a sign language interpreter (Hall, 2017). Learning how to deal with stress and avoid repetitive strain injuries is very important in the pursuit for career longevity.

A career as a sign language interpreter, especially one that follows their code of ethics, is an ongoing career which involves continuous professional learning and development. Having references such as the above reading list enables sign language interpreters to refer back, refresh, and educate on the field in which they are working. The learning never stops and my hope is that this list continues to grow and expand throughout my time working as a sign language interpreter.