Northampton Electronic Collection of Theses and Research

Child language brokering in schools: a discussion of selected findings from a survey of teachers and ex-students

Cline, T., Crafter, S. and Prokopiou, E. (2014) Child language brokering in schools: a discussion of selected findings from a survey of teachers and ex-students. Educational and Child Psychology. 31(2), pp. 34-45. 0267-1611.

[A][B][+][-]
12876:30382
[thumbnail of Cline_etal_BPS_2014_Child_language_brokering_in_schools_a_discussion_of_selected_findings_from_a_survey_of_teachers_and_ex_students]
Cline_etal_BPS_2014_Child_language_brokering_in_schools_a_discussion_of_selected_findings_from_a_survey_of_teachers_and_ex_students
Cline_etal_BPS_2014_Child_language_brokering_in_schools_a_discussion_of_selected_findings_from_a_survey_of_teachers_and_ex_students.pdf - Accepted Version
Information
Abstract:
Because the children of immigrants often learn the host language much more quickly than their parents, increasing numbers of children and young people contribute to family life by acting as child language brokers (or interpreters) (CLBs) for their parents. There is well-founded professional resistance to the use of children in the LB role in sensitive or challenging meetings, but for some purposes many immigrant parents and grandparents prefer a language broker from within their own family to an external professional interpreter. In this paper we report selected findings from parallel on-line surveys of teachers in schools where there has been some use of students as CLBs and of young adults who have acted as CLBs while at school. Our aim is to explore what can be learned about the use of CLBs from analyzing the views and experiences of these two groups who bring distinctive and complementary perspectives to the topic.
Uncontrolled Keywords:
Child language broker, Language brokering, Child developmentj, Psychology, Immigrants, Education
Creators:
Cline, T., Crafter, S. and Prokopiou, E.
Faculties, Divisions and Institutes:
Faculties > Faculty of Health & Society > Psychology
Date:
30 June 2014
Date Type:
Publication
Page Range:
pp. 34-45
Journal or Publication Title:
Educational and Child Psychology
Volume:
31
Number:
2
Number of Pages:
12
Language:
English
ISSN:
0267-1611
Status:
Published / Disseminated
Refereed:
Yes
Related URLs:
Edit Item