Language Brokering

Language brokering refers to the act of translating (written language) or interpreting (oral language), usually for adult immigrants who are not yet proficient in the dominant language of the society. Language brokers are translators or interpreters without formal training. Unlike professional translators or interpreters who focus on delivering the information accurately as it is and do not get involved personally, language brokers take a role of mediators and usually have a part in decision making for, or with, the persons they serve.

In the context of bilingual education, language brokers are usually bilingual schoolchildren who mediate between their parents and English-speaking mainstream personnel in institutions that provide public services, as described in this entry. Although scant, current research on language brokering suggests it is a prevalent practice among bilingual children. Lucy Tse reported in her study with Chinese, Vietnamese, and Latin American adolescents that most of them had participated in language brokering on behalf of their families. Specifically, 90% of Chinese- and Vietnamese-descent adolescents and 100% of Latino adolescents reported to have brokered. Some students started to take a role, as a language broker, as early as within 1 year to 5 years of their arrival in the United States. The starting age of brokering was between 8 and 12.

Usually, the oldest child of the family takes the role of a language broker. Girls brokered more often and said that they had more positive feelings about brokering than boys did. Alejandro Morales and William E. Hanson found that language brokers are usually confident, extroverted, good-natured, friendly, sociable, and good listeners. They are also able to provide great detail, and emphasize emotions when translating.

Most of the tasks children take on as language brokers are higher than their cognitive and linguistic developmental levels. They often translate notes and letters between school and parents. They also translate bank and credit card statements, rental agreements, immigration forms, and job applications. Additionally, [Page 428]they are often asked to interpret for parent-teacher conferences, financial agencies, government institutions, and consultations at the doctor's office. They are exposed to various real-world situations, engaging in tasks often above their developmental levels.

Some controversies exist concerning children's role as language brokers. One of them addresses parent-child relationships and how these can be affected by language brokering. Some studies have reported positive effects within families; these effects include stronger bonds, children's commitment to parents, and greater concern about family issues. In some cases, children become advocates of their parents' rights, in scenarios where they get legal assistance for their parents or help them avoid potentially embarrassing and humiliating situations. Others have suggested that children's views of their parents can be negative, as a result of language brokering, because of an unhealthy role reversal. Children's function of authority can cause them to lose respect for their parents.

An additional danger of language brokering is that children sometimes are put into awkward situations where they are required to translate something about themselves that they would not normally hear, know, or care to divulge. They take on more mature roles while they are still children. Some contents of conversations or social situations are cognitively challenging and developmentally inappropriate; other tasks are stressful, intimate, and sensitive such as information given to or received from medical doctors. Even though language brokers are proficient in English at their age levels, they are sometimes unable to accurately interpret some words because the vocabulary level may be too difficult for them. Children also might experience stress or perceive pressure to interpret when they are reluctant to do so.

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