Transforming Language Brokering Policies at School: Learning from Students with Transnational Biographies

Autor/inn/en	Thoma, Nadja; Draxl, Anna-Katharina
Titel	Transforming Language Brokering Policies at School: Learning from Students with Transnational Biographies
Quelle	In: European Educational Research Journal, 22 (2023) 4, S.463-481 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thoma, Nadja)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/14749041221126563
Schlagwörter	Language Usage; Refugees; Sociolinguistics; Native Language; Second Language Instruction; Second Language Learning; Power Structure; Ethnography; Foreign Countries; Translation; German; Educational Policy; Multilingualism; Social Structure; Student Attitudes; Student Role; Student Adjustment; Adjustment (to Environment); Decision Making; Peer Relationship; Academic Advising; Secondary School Students; Biographies; Australia + Suchen Sie Ihr Suchwort? Sprachgebrauch; Flüchtling; Soziolinguistik; Fremdsprachenunterricht; Zweitsprachenerwerb; Ethnografie; Ausland; Deutscher; Politics of education; Bildungspolitik; Mehrsprachigkeit; Multilingualismus; Sozialstruktur; Schülerverhalten; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Decision-making; Entscheidungsfindung; Peer-Beziehungen; Akademischer Rat; Sekundarschüler; Biography; Biografie; Biographie; Australien
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01