Language brokering: An integrative review of the literature

Hispanic Journal of Behavioral Sciences

Volumn 27, Issue 4, 2005, Pages 471-503

  Morales, Alejandro ^a   Hanson, William E ^b  

^a UNIVERSITY OF NEBRASKA LINCOLN   (United States)

^b PURDUE UNIVERSITY   (United States)

Author keywords

Immigrant families; Interpreters; Language brokering

Indexed keywords

EID: 27744447666     PISSN: 07399863     EISSN: None     Source Type: Journal    
DOI: 10.1177/0739986305281333     Document Type: Review

References (40)

1. Baptise, D. (1987). Family therapy with Spanish heritage immigrant families in cultural transition. Contemporary Family Therapy, 9, 229-251.
2. Bialystok, E. (2001). Bilingualism in development language, literacy, and cognition. New York: Cambridge University Press.
3. Bloomfield, L. (1933). Language. New York: Holt.
4. Buriel, R., Perez, W., DeMent, T. L., Chavez, D. V., & Moran, V. R. (1998). The relationship of language brokering to academic performance, biculturalism, and self efficacy among Latino adolescents. Hispanic Journal of Behavioral Sciences, 20(3), 283-297.
5. Chao, R. K. (April, 2002). The role of children's linguistic brokering among immigrant Chinese and Mexican families. In Families of color: Developmental issues in contemporary sociohistorical contexts. Symposium conducted at the biennial meeting of the Society for Research in Child Development, Minneapolis, Minnesota.
6. Cohen, S., Moran-Ellis, J., & Smaje, C. (1999). Children as informal interpreters in GP consultations: Pragmatics and ideology. Sociology of Health and Illness, 21(2), 163-186.
7. Coleman, J. (2003, April 2). Bill would ban using children as interpreters. The San Jose Mercury News, p. 19A.
8. Comas-Diaz, L. (1993). Hispanic/Latino communities: Psychological implications. In D. R. Atkinson, G. Morten, & D. W. Sue (Eds.), Counseling American minorities: A cross-cultural perspective (4th ed., pp. 245-263). Madison, WI: Brown and Benchmark.
9. Cummins, J. (1989). Empowering minority students. Covina: California Association for Bilingual Education.
10. DeMent, T., & Buriel, R. (1999, August). Children as cultural brokers: Recollections of college students. Paper presented at the SPSSI Conference on Immigrants and Immigration, Toronto, Canada.
11. Diaz-Lazaro, C. M. (2002). The effects of language brokering on perceptions of family authority structure, problem solving abilities, and parental locus of control in Latino adolescents and their parents. Unpublished doctoral dissertation, State University of New York at Buffalo.
12. Evans, F. B., & Anderson, J. G. (1973). The psychocultural origins of achievement and achievement motivation: The Mexican-American family. Sociology of Education, 46, 396-416.
13. Grosjean, F. (1989). Neurolinguistics, beware! The bilingual is not two monolinguals in one person. Brain and Language, 36, 3-15.
14. Gullingsrud, M. (1998). I am the immigrant in my classroom. Voices From the Middle, 6(1), 30-37.
15. Halgunseth, L. (2003). Language brokering: Positive developmental outcomes. In M. Coleman & L. Ganong (Eds.), Points and counterpoints: Controversial relationship and family issues in the 21st century: An anthology (pp. 154-157). Los Angeles, CA: Roxbury.
16. Harris, B., & Sharewood, B. (1978). Translating as an innate skill. In D. Gerver & H. W. Sinaiko (Eds.), Language interpretation and communication (pp. 155-170). New York: Plenum.
17. Heller, M. (1987). The role of language in the formation of ethnic identity. In J. S. Phinney & M. Rotheram (Eds.), Children's ethnic socialization (pp. 180-200). Newbury Park, CA: Sage.
18. Krashen, S. (1985). The input hypothesis: Issues and implications. Torrance, CA: Laredo.
19. Love, J. A. (2003, April). Language brokering, autonomy, parent-child bonding, and depression. Paper presented at the 2003 Conference of the Society on the Research of Child Development, Miami, Florida.
20. McQuillan, J., & Tse, L. (1995). Child language brokering in linguistic minority communities: Effects on cultural interaction, cognition and literacy. Language and Education, 9(3), 195-215.
21. Ng, J. (1998). From kitchen to classroom: Reflections of a language broker. Voices From the Middle, 6(1), 38-40.
22. Orellana, M. F. (2003). Responsibilities of children in Latino immigrant homes. New Directions for Youth Development, 100, 25-39.
23. Orellana, M. F., Dorner, L., & Pulido, L. (2003). Accessing assets: Immigrant youth's work as family translators or "para-phrasers." Social Problems, 50(4), 505-524.
24. Phinney, J. S., Romero, I., Nava, M., & Huang, D. (2001). The role of language, parents, and peers in ethnic identity among adolescents in immigrant families. Journal of Youth and Adolescence, 30(2), 135-153.
25. Rumbaut, R. G. (1994). The crucible within: Ethnic identity, self-esteem, and segmented assimilation among children of immigrants. International Migration Review, 28, 748-795.
26. Rumberger, R. W., & Rodriguez, G. M. (2002). Chicano dropouts: An update of research and policy issues. In R. Valencia (Ed.), Chicano school failure and success past, present, and future (2nd ed., pp. 114-146). New York: RoutledgeFalmer.
27. Santiago, S. (2003). Language brokering: A personal experience. In M. Coleman & L. Ganong (Eds.), Points and counterpoints: Controversial relationship and family issues in the 21st century: An anthology (pp. 160-161). Los Angeles, CA: Roxbury.
28. Shannon, S. M. (1990). English in the barrio: The quality of contact among immigrant children. Hispanic Journal of Behavioral Sciences, 12(3), 256-276.
29. Sue, D. W., & Sue, D. (1990). Counseling the culturally different: Theory and practice (2nd ed.). New York: Wiley.
30. Tse, L. (1995a). Language brokering among Latino adolescents: Prevalence, attitudes, and school performance. Hispanic Journal of Behavioral Sciences, 17(2), 180-193.
31. Tse, L. (1995b). When students translate for parents: Effects of language brokering. CABE Newsletter, 17(4), 16-17.
32. Tse, L. (1996a). Language brokering in linguistic minority communities: The case of Chinese- and Vietnamese-American students. Bilingual Research Journal, 20(3-4), 485-198.
33. Tse, L. (1996b). Who decides? The effects of language brokering on home-school communication. Journal of Educational Issues of Language Minority Students, 16, 225-234.
34. Umaña-Taylor, A. J. (2003). Language brokering as a stressor for immigrant children and their families. In M. Coleman & L. Ganong (Eds.), Points and counterpoints: Controversial relationship and family issues in the 21st century: An anthology (pp. 157-159). Los Angeles, CA: Roxbury.
35. Valdes, G., Chavez, C., & Angelelli, C. (2003). A performance team: Young interpreters and their parents. In G. Valdes (Ed.), Expanding definitions of gifledness: The case of young interpreters from immigrant countries (pp. 63-97). Mahwah, NJ: Lawrence Erlbaum.
36. Valenzuela, A. (1999). Gender roles and settlement activities among children and their immigrant families. American Behavioral Scientist, 42(4), 720-742.
37. Walinchowski, M. (2001). Language brokering: Laying the foundation for success and bilingualism. In R. Lara-Alecio (Chair), Research in bilingual education. Symposium conducted at the Annual Educational Research Exchange, College Station, Texas.
38. Weisskirch, R. S. (2005). The relationship of language brokering to ethnic identity for Latino adolescents. Hispanic Journal of Behavioral Sciences, 27(3), 286-299.
39. Weisskirch, R. S., & Alva, S. A. (2002). Language brokering and the acculturation of Latino children. Hispanic Journal of Behavioral Sciences, 24(3), 369-378.
40. Westermeyer, J. (1989). Psychiatric care of immigrants: A clinical guide. Washington, DC: American Psychiatric Press.