When Students Translate for Parents: Effects of Language Brokering.

Autor/in	Tse, Lucy
Institution	California Association for Bilingual Education, San Diego.
Titel	When Students Translate for Parents: Effects of Language Brokering.
Quelle	In: CABE Newsletter, 17 (1995) 4, S.16-17 (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Communication Skills; Elementary Secondary Education; English (Second Language); Immigrants; Language Minorities; Language Skills; Limited English Speaking; Parent Background; Parent Child Relationship; Persuasive Discourse; Second Language Learning; Skill Development; Translation + Suchen Sie Ihr Suchwort? Kommunikationsstil; English as second language; English; Second Language; Englisch als Zweitsprache; Immigrant; Immigrantin; Immigranten; Sprachminderheit; Language skill; Sprachkompetenz; Elternhaus; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Persuasion; Persuasive Kommunikation; Zweitsprachenerwerb; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Research indicates that nearly all language-minority children and adolescents are language brokers for their parents and other family members. Children from diverse language backgrounds and as young as eight or nine years old perform difficult and demanding linguistic and communication tasks normally done by adults, both related and unrelated to school activities. Brokering itself exposes the children to more language and helps them acquire more language skills. For immigrants and refugees, the brokering process typically begins soon after arrival in the United States. Studies also suggest that brokering helps brokers maintain native language skills as well as develop English skills. English language skills achieved through brokering are not always reflected in academic achievement, however, suggested that school settings do not provide an accurate picture of student competence. Alternative assessment methods might be developed to measure student skills more accurately. Contains 10 references. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC