Resources

The following resources were either directly used in the modules below or were referenced during the creation of the module. They are placed here separately for your use during training segments or other areas of professional development.
Module 1 Resources
Kim, S., Esq.(2008) Working with Deaf Survivors of Domestic Violence. E-Newsletter of the American Bar Association Commission on Domestic Violence. Volume 10. 
Language Access Public Service Announcement

Gordon, Daryl (2011) "Trauma and Second Language Learning among Laotian Refugees," Journal of Southeast Asian American Education and Advancement: Vol. 6, Article 13. 
MacIntyre, P. D.; Gardner, R. C. (1994). "The subtle effects of language anxiety on cognitive processing in the second language".ÊLanguage Learning.Ê44: 283Ð305.
Scribner, S. & Cole, M. (1981). The Psychology of Literacy. Cambridge: Harvard University Press.

Human Trafficking Taskforce E-guide: Using a Trauma-Informed Approach. OVCTTAC. Retrieved from: 
National Council of Juvenile and Family Court Judges Vision 21: Linking Systems of Care for Children and Youth Guiding Principles.
Facing History and Ourselves (website). Resource Library, Teaching Strategies: Fishbowl. 
The Tennessean, Refugee's rare dialect exposes legal system's shortcomings, Stacey Barchenger 

The New York Times, ÒDeaf Man Is Fatally Shot by Oklahoma City Police, Despite Pleas,Ó Matthew Haag 

Vidales, G. (2010). ÒArrested Justice: The Multifaceted Plight of Immigrant Latinas who Faced Domestic Violence.Ó In Journal of Family Violence, Volume 25, Issue 6. Page 537
Julie Hochgesang, ÒDo Sign Languages like American Sign Language (ASL) Have Accents?Ó (video file), Gallaudet University, Department of Linguistics. Published 9.7.17 by Mental Floss. Retrieved from: 
National Latin@ Network: Enhancing Access for Individuals with Limited English Proficiency Toolkit. Section: ÒEnhance an Existing Plan, Session 1Ó

National Latin@ Network: Enhancing Access for Individuals with Limited English Proficiency Toolkit. Section: ÒStart a New PlanÓ

National Latin@ Network/Casa de Esperanza: ÒEnsuring Meaningful Access for Survivors with Limited English Proficiency and Deaf Survivors.Ó (PowerPoint Presentation)
Global Justice Initiative, as cited in the ÒAdvancing Language Access in San Francisco: Language Access Ordinance Annual Compliance Summary ReportÓ. City and County of San Francisco, Office of Civic Engagement and Immigrant Affairs, March 2015.

Lau v. Nichols, 414 U.S. 563 (1974) 
Barbara Plantiko, Not-So-Equal Protection: Security individuals of limited English proficiency with meaningful access to medical services, 32 Golden Gate U.L. Rev. 239 (2002)  
28 C.F.R. ¤35.160 (b)(2): ÒIn determining what types of auxiliary aids and services are necessary, a public entity shall give primary consideration to the requests of individuals with disabilities.Ó
28 CFR ¤ 35.160 (b)(1): ÒA public entity shall furnish appropriate auxiliary aids and services where necessary to afford individuals with disabilities, including applicants, participants, companions, and members of the public, an equal opportunity to participate in, and enjoy the benefits of, a service, program, or activity of a public entity.Ó 
U.S. Dept. of Justice, Language Access in State Courts report.
U.S. Dept. of Justice, Letter to State Court Administrators 
Regional language map information
Warrier, S. (2007): Culture, Cultural Relativism and Cultural Competency. Asian Pacific Institute on Gender-Based Violence. PowerPoint Presentation, slides 6 & 7.
Harvard University, Implicit Bias Test 
U.S. Dept. of Justice (March 2012). Department of Justice Language Access Plan
Vera Institute for Justice. Translating Justice for Victims with Limited English Proficiency and Deaf or Hard of Hearing Victims: A Literature Review.
Esposito, E. Working with Deaf Victims and Survivors, PowerPoint Presentation. Advocacy Services for Abused Deaf Victims (ASADV)
U.S. Dept. ofÊHealth and Human ServicesÊ(HHS), Administration on Children and Families: Memorandum Of Understanding (MOU) between a Nonprofit Agency and a Community-Based Organization (sample), 
Tervalon, M. & Murray-Garc’a, J. (1998): Cultural humility versus cultural competence: a critical distinction in defining physician training outcomes in multicultural education. J Health Care Poor Underserved.ÊMay; 9 (2):117-25
Goldbach, J. (2017): Diversity Toolkit: A Guide to Discussing Identity, Power and Privilege. University of Southern California, School of Social Work (2017) 
Iyer, D. Solidarity Is ThisÊ[Audio podcast] 

National Resource Center on Domestic Violence: VAWNet (definitions of trauma and trauma-informed). 



Module 2 Resources
U.S. Dept. of Justice, Guidance to Federal Financial Assistance Recipients Regarding Title VI Prohibition Against National Origin Discrimination Affecting Limited English Proficient Persons, 67 Fed. Reg. 41,455, 41,457 (June 18, 2002).
Migration Policy Institute, The Limited English Proficient Population in the United States
U.S. Dept. of Justice, Frequently Asked Questions.  
Lau v. Nichols, 414 U.S. 563, 569 (1974) 
Executive Order 13166
Americans with Disabilities Act
28 C.F.R. ¤ 42.104(b)(2): ÒA recipient, in determining the type of disposition, services, financial aid, benefits, or facilities which will be provided under any such program, or the class of individuals to whom, or the situations in which, such will be provided under any such program, or the class of individuals to be afforded an opportunity to participate in any such program, may not, directly or through contractual or other arrangements, utilize criteria or methods of administration which have the effect of subjecting individuals to discrimination because of their race, color, or national origin, or have the effect of defeating or substantially impairing accomplishment of the objectives of the program as respects individuals of a particular race, color, or national origin.Ó


Module 3 Resources
National Latin@ Network: Realidades Latinas: A National Survey on the Impact of Immigration and Language Access on Latina Survivors
National Latin@ Network: Direct Advocacy Tools

National Latin@ Network: What Are Vital Documents?

Deisy Garcia incident.
1. New York Post Article 
2. CBS Local Article
3. CNN Article 



Module 4 Resources
Language Line Services Language Identification Card 
Additional example of a Language Identification Guide
State of Ohio Office of Criminal Justice Services, Summit County SheriffÕs Office, National Association of Judiciary Interpreters and Translators, and the American Translators Association: 
Global Justice Initiative, as cited in the ÒAdvancing Language Access in San Francisco: Language Access Ordinance Annual Compliance Summary ReportÓ. City and County of San Francisco, Office of Civic Engagement and Immigrant Affairs, March 2015. 
Esposito, E. Working with Deaf Victims and Survivors, PowerPoint Presentation. Advocacy Services for Abused Deaf Victims (ASADV)
Resource Guide for Advocates & Attorneys on Interpretation Services for Domestic Violence, Sexual Assault, and Trafficking Victims Updated 2016. Oakland, CA: Asian Pacific Institute on Gender-Based Violence. 2016.
Kristy Smith, Interview with a Deaf Blind Man (Video File) 
Directory of Independent Living Centers and Associations
Massachusetts Commission for the Deaf and Hard of Hearing, as cited in the Massachusetts Heath and Human Services Website, Certified Deaf Interpreters  
Tactile Signing 
Jerry Berrier, Communication Technology for Persons Who Are Deafblind, Perkins School for the Blind (2014, Video File). 
United States Department of Justice: Breaking Down the Language Barrier

Moreno, M. R., Otero-Sabogal, R., & Newman, J. (2007). Assessing Dual-Role Staff-Interpreter: Linguistic Competency in an Integrated Healthcare System.ÊJournal of General Internal Medicine,Ê22 (Suppl 2), 331Ð335. 
Flores, G. (2003): The Impact of Medical Interpreter Services on the Quality of Health Care: A Systematic Review. Medical Care Research and Review, Vol. 62 No. 3, (June 2005) 255-299 DOI: 10.1177/1077558705275416 © 2005 Sage Publications
Asian Pacific Institute on Gender-Based Violence: FANS Checklist for Bilingual Advocates. Pages 38-44.
England, N. (1983): A Grammar of Mam, a Mayan Language. ÊUniversity of Texas Press
Deisy GarciaÕs case: See Module 3
Madgiel SanchezÕs case: See Module 1 (New York Times article)

Module 5 Resources
Transliterating versus interpreting:
* by Tom R Cox 
* by MyAslInterpreter.com
Vera Institute of Justice: Designing Accessible Events for People with Disabilities and Deaf Individuals
Vera Institute of Justice: Budgeting for Access Tip Sheet

Vera Institute of Justice: Registration Tip Sheet

Vera Institute of Justice: Working with Sign Language Interpreters for Events Tip Sheet

American TranslatorÕs Association, Code of Ethics and Professional Practice 


Module 6 Resources
American Association of the Deaf-Blind (AADB)
Harris Communications
Hearing Loss Association of America (HLAA)
Helen Keller National Center for DeafBlind Youth and Adults 
National Association of the Deaf  (NAD)
National Court Reporters Association
National Registry of Interpreters for the Deaf (RID)
Video Relay Service Providers:
There are several providers that provide video relay services and can help set up a public videophone in your agency.  While they are free, agencies must consider:
* Convo Relay   
* Purple Communications   
* Sorenson Communications  

Position Papers on Video Remote Interpreting:
* VRI Services in Hospitals
* Advocacy Statement on Use of VRI in the Medical Setting


Module 7 Resources
Deisy Garcia incident. See Module 3

















This material was produced under Grant Number 2015-VF-GX-K011, awarded by the Office for Victims of Crime, Office of Justice Programs, U.S. Department of Justice. The opinions, findings, and conclusions or recommendations expressed in this material are those of the contributors and do not necessarily represent the official position or policies of the U.S. Department of Justice.

Translating Justice	1
Module 0: Resources