Publications
Nicodemus, Brenda, Cassie Lang and Tobias Haug. 2023. Perspectives about language direction from signed language interpreters in the United States and Switzerland. Translation & Interpreting 15 (1) : 98–119.
Miner, Annette and Brenda Nicodemus. 2021. Situated Learning in Interpreter Education: from the classroom to the community. London: Palgrave Macmillan.
Darden, Vicki and Elisa M. Maroney. 2018. “Craving to hear from you…”: an exploration of m-learning in global interpreter education. Translation and Interpreting Studies (TIS) 13 (3) : 442–464.
Healy, Christina. 2018. Construal of content: a cognitive linguistic approach to interpreting affective constructions. Translation and Interpreting Studies (TIS) 13 (1) : 27–48.
Marks, Annie. 2018. “Hold the phone!”: turn management strategies and techniques in Video Relay Service interpreted interaction. Translation and Interpreting Studies (TIS) 13 (1) : 87–109.
Petitta, Giulia, Mark Halley and Brenda Nicodemus. 2018. “What’s the sign for nitty gritty?”: managing metalinguistic references in ASL-English dialogue interpreting. Translation and Interpreting Studies (TIS) 13 (1) : 49–70.
Spooner, Ruth Anna, Rachel Sutton-Spence, Miriam Nathan Lerner and Kenny Lerner. 2018. Invisible no more: recasting the role of the ASL-English literary translator. Translation and Interpreting Studies (TIS) 13 (1) : 110–129.
Treviño, Rafael and David Quinto-Pozos. 2018. Name pronunciation strategies of ASL-Spanish-English trilingual interpreters during mock video relay service calls. Translation and Interpreting Studies (TIS) 13 (1) : 71–86.
Adams, Krista. 2017. Domain-specific activities in ASL-English interpreting and their relevance to expertise development. Interpreting 19 (2) : 186–208.