Research Foundations
How medical interpreting, professional writing, and instructional design shaped my project work.
These reflections are adapted from unpublished professional practice manuscripts and are shared as portfolio-based research reflections. They are not presented as peer-reviewed publications, and full manuscripts are not publicly downloadable from this site.
Before these projects became portfolio artifacts, they began as professional practice manuscripts. I developed three journal-style articles exploring Khmer-English language access, health beliefs, medical mistrust, culturally responsive patient education, and the difference between translation and understanding.
Although these manuscripts are being revised, adapted, or reviewed, they helped clarify the deeper purpose of my work: to move from language access toward learning access.
Khmer is the case study. Language-access learning design is the broader field.
Research to Practice Reflections
Based on: Invisible Yet Indispensable
A practice reflection on why medical interpreting requires more than word-for-word translation, especially when cultural meaning, anatomy, health literacy, and clinical context do not map cleanly across languages.
Connected project: Khmer Clinical Communication Gap Analysis
Read reflectionBased on: Health Beliefs, Medical Mistrust, and Language Access
A research-to-practice reflection on why accurate interpretation does not always lead to trust, action, or behavior change among LEP patients.
Connected project: Khmer Patient Education Design Framework
Read reflectionBased on: What Exists and What Is Missing
A reflection adapted from a scoping review of culturally adapted health education interventions for Cambodian American LEP patients, arguing that the field needs instructional design solutions, not only documentation of barriers.
Connected project: Khmer Patient Education Design Framework
Read reflectionArticle Foundations
Article Foundation 1
This writing explored what I observed over years of Khmer-English medical interpreting: patients often receive information. However, they may still lack the support needed to understand, remember, or act on it after the encounter ends.
Connected project: Khmer Patient Education Design Framework
Article Foundation 2
This writing examined how health beliefs, trust, cultural expectations, trauma histories, and system navigation may shape the way Cambodian and Khmer-speaking patients experience healthcare communication.
Connected project: Khmer Patient Education Design Framework and Khmer Clinical Communication Gap Analysis
Article Foundation 3
This writing discusses how access to the Khmer language can serve as a focused case study for broader minority-language and LEP communication challenges. It argues that closing these gaps requires more than translation; it requires professional knowledge of language access, cultural validation, and instructional design.
Connected project: Khmer Clinical Communication Gap Analysis and future multilingual learning frameworks
Why I Turned Articles Into Projects
The writing process showed me that publication alone was not the final goal. The larger goal was application. I wanted to take the ideas from my interpreting experience and research writing and turn them into tools that patients, educators, interpreters, healthcare teams, and communities could actually use.
Public Writing Plan
Selected article ideas may be adapted into shorter blog posts, research briefs, or practice reflections. Full manuscripts, proprietary frameworks, and unpublished submission materials will not be posted publicly or made available as public downloads.