Language brokering refers to interpretation and translation between linguistically and culturally different parties. Unlike formal interpreters and translators, however, language brokers influence the messages they convey and may act as a decision makerfor one orboth parties. This article examines the prevalence of brokering amongLatino high school students born abroad and in the United States, and its relationship to brokers' language development and school performance. Survey responses revealed that all subjects brokered regardless of length of residence in the U.S. and the availability of other brokers. Many subjects who reported relatively low school achievement also noted translating a variety of linguistically sophisticated documents. The implications for language acquisition, school assessment, and home-school communication are discussed.

No abstract

No abstract

Students' perceptions of their foreign language (FL) learning classroom experiences have important pedagogical and programmatic implications and have been theorized as having an effect on linguistic outcomes. This study uses a unique form of data collection, the FL autobiography, to explore the perceptions of a group of adult FL learners (N ϭ 51) toward a broad range of issues related to classroom atmosphere and instruction. Qualitative analysis of student writings revealed 3 categories of data: classroom interactions, perceived level of success, and attributions of success and failure. In general, students believed that their instruction focused too little on oral communication, they reported low estimations of their level of proficiency, and they tended to attribute their failures to their own lack of effort in the FL classroom. Possible implications for instruction and placement of FL students are discussed.TWENTY-FIVE YEARS AGO, WALKER (1973) conducted a large survey study to discover students' perceptions of their foreign language (FL) 1 study. The comments of over 600 students at one university revealed serious concerns over how FL classes were conducted. Since that time, FL education has undergone significant changes in pedagogy, at least in theoretical orientation and published recommendations for teachers.