Child language brokers’ representations of parent–child relationships

Cline, Tony; Crafter, Sarah; Abreu, Guida de; O’Dell, Lindsay

doi:10.1075/btl.129.14cli

Cited by 9 publications

(4 citation statements)

References 11 publications

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“…Views about the impact of child language brokering on the dynamics of family relationships demonstrate a mixed picture. Some studies suggest a stronger bond between parents and children (Chao, 2006; Orellana, 2009) especially when accompanied with a strong sense of family togetherness and community connection, alongside praise or appreciation for their activities (Cline et al, 2017; Tomasi & Narchal, 2020). Other scholars have documented associations with negative feelings such as stress, burden and depression, especially when associated with poor parenting relationships (Kim et al, 2017; Tomasi & Narchal, 2020; Wu & Kim, 2009).…”

Section: Child Language Brokering As a Family Practicementioning

confidence: 99%

Child language brokering as a family care practice: Reframing the ‘parentified child’ debate

Crafter

Iqbal

2021

Children & Society

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Section: Child Language Brokering As a Family Practicementioning

confidence: 99%

Child language brokering as a family care practice: Reframing the ‘parentified child’ debate

Crafter

Iqbal

2021

Children & Society

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“…This research has also revealed how language brokers in these conferences are subject to multiple forms of surveillance (Reynolds et al, 2015). Using vignette methodology, researchers have inquired individual stances of youth on language brokering and competing demands of autonomy and connectedness in the relationship between children and parents (Cline et al, 2017). With narrative methods, researchers have inquired how adults who have grown up brokering for their parents construct their childhood language brokering experiences and how adults’ views of their own language brokering practices as children change over time (Bauer, 2013; Orellana and Phoenix, 2017).…”

Section: Language Brokering and Language Education Policies In Schoolsmentioning

confidence: 99%

Transforming language brokering policies at school: Learning from students with transnational biographies

Thoma

Draxl

2022

European Educational Research Journal

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Within discourses on education and transnationalism, much importance has been given to language, both for the educational success of migrants and their transition into the labor market. Among the many perspectives on multilingualism, there is a growing body of research on language brokering. In contrast to professional interpreting, this is often associated with interpreting without formal qualifications or payment in mostly informal settings. However, language brokering is embedded in complex social structures, and students who interpret often act within complex power relations. In our article, we address experiences with education-related language brokering. While focusing on the perspectives of the students, we will address the roles they take during language brokering activities between different actors and the power relations they experience. Our data were collected as part of an ethnographic research project which aimed to explore the experiences of refugee students following their arrival in Austria and during the adjustment period in their new sociolinguistic and educational context. Empirically, the article is based on a data set of small stories and reflections about language brokering. The analysis was carried out through contrastive comparisons between different cases. The paper will conclude with suggestions on the introduction of critical language brokering practices and policies in educational institutions.

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“…There has been a long-standing debate within research on child language brokering, balanced with understandable discomfort, about the kind of advocacy or intermediary role that children and young people might play on behalf of their family (Cline et al, 2017; Orellana, 2009; Valdés, 2003). In her study with adults reflecting on their child language brokering experiences, Bauer (2017) describes brokers’ abilities to edit or censor information as a capacity for active agency, which may be enabled or constrained by the social context (Callaghan et al, 2018).…”

Section: Positioning the Self As An Active Brokermentioning

confidence: 99%

The Contact Zone and Dialogical Positionalities in “Non-Normative” Childhoods: How Children Who Language Broker Manage Conflict

Crafter

Iqbal

2020

Review of General Psychology

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This article examines the processes by which different dialogical positionalities are taken in the contact zone. The contact zone provides a framework for the consideration of potential confrontations and uncertainties during intercultural contacts between migrant children, their family, and another adult. The other adult is usually someone in a position of authority. For young people who language broker, managing the uncertainties and confrontations of conflictual situations highlighted three positionalities: (a) “conflict avoider,” (b) “the neutral or passive broker,” and (c) the “active broker.” The contact zone was a sphere of experience that opened up possibilities for agentic action as well as constraints. The contact zone had the potential to foreground different aspects of their status such as “the child,” “the immigrant,” or the second-language speaker. Equally, the young people took opportunities to utilize these statuses as part of their dialogical positionalities to get the best outcome for them and/or their families. We argue that further exploration of the contact zone within the framing of dialogical positionalities can enable better understanding of critical cultural-development childhoods.

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Child language brokers’ representations of parent–child relationships

Abstract: The Open University's repository of research publications and other research outputs Child language brokers' representations of parent-child relationships Book Section How to cite:

Cited by 9 publications

References 11 publications

Child language brokering as a family care practice: Reframing the ‘parentified child’ debate

Child language brokering as a family care practice: Reframing the ‘parentified child’ debate

Transforming language brokering policies at school: Learning from students with transnational biographies

The Contact Zone and Dialogical Positionalities in “Non-Normative” Childhoods: How Children Who Language Broker Manage Conflict

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