Robert S. Weisskirch - Language Brokering in Immigrant Families: Theories and Contexts

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Language Brokering in Immigrant Families

Language Brokering in Immigrant Families: Theories and Contexts brings together an international group of researchers to share their findings on language brokeringwhen immigrant children translate for their parents and other adults. Given the large amount of immigration occurring worldwide, it is important to understand how language brokering may support childrens and families acculturation to new countries. The chapter authors include overviews of the existing literature, insights from multiple disciplines, the potential benefits and drawbacks to language brokering, and the contexts that may influence children, adolescents, and emerging adults who language broker. With the latest findings, the authors theorize on how language brokering may function and the outcomes for those who do so.

Robert S. Weisskirch, MSW, Ph.D. is a Professor of Human Development in the Liberal Studies Department at California State University, Monterey Bay.

Language Brokering in Immigrant Families

Theories and Contexts

Edited by Robert S. Weisskirch

First published 2017
by Routledge
711 Third Avenue, New York, NY 10017

and by Routledge
2 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN

Routledge is an imprint of the Taylor & Francis Group, an informa business

2017 Taylor & Francis

The right of the editor to be identified as the author of the edited material, and of the authors for their individual chapters has been asserted by them in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.

All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.

Library of Congress Cataloging-in-Publication Data
A catalog record for this book has been requested

ISBN: 978-1-138-18511-1 (hbk)
ISBN: 978-1-138-18514-2 (pbk)
ISBN: 978-1-315-64471-4 (ebk)

Typeset in Bembo
by Apex CoVantage, LLC

To Paige,
who opened her heart and makes home home
and
To Dr. Sylvia A. Alva,
who walked across the hall and shared an article she thought
I would find interesting. I did and appreciate your mentorship.

Contents

Robert S. Weisskirch

Part I
Frameworks of Language Brokering

Robert S. Weisskirch

Jennifer A. Kam, Lisa M. Guntzviller, and Cynthia Stohl

Yishan Shen, Kelsey E. Tilton, and Su Yeong Kim

Part II
Family Dynamics

Peter F. Titzmann and Andrea Michel

Olga Oznobishin and Jenny Kurman

Afaf Nash

Josephine M. Hua and Catherine L. Costigan

Part III
Applied Contexts and Settings

Shu-Sha Angie Guan

Guida de Abreu and Lindsay ODell

Vanessa R. Rainey, Valerie C. Flores-Lamb, and Eva Gjorgieva

Sarah Crafter, Tony Cline, and Evangelia Prokopiou

Part IV
Parents Roles and Emerging Adult Language Brokers

Jin Sook Lee and Meghan Corella

Lisa M. Dorner

Robert S. Weisskirch

1. i
2. ii

Guide

Tony Cline, Ph.D. is a member of the Educational Psychology Group at University College London (UCL) and contributes to its Professional Doctorate for experienced Educational Psychologists. He initially worked in inner city and suburban areas around London as an educational psychologist. Subsequently, he moved into higher education, where he has led professional training in Educational Psychology at UCL and headed the Department of Psychology at the University of Luton before returning to UCL to take up his present post in September 2004. His publications have covered a wide range of subjects, including child language brokering, the education of bilingual children, psychological assessment, dyslexia, and selective mutism. He is co-author of the textbook, Special Educational Needs, Inclusion and Diversity.

Meghan Corella is an Assistant Professor in the Department of Language and Literacy Education at the University of British Columbia. Her research interests include academic language, multiple literacies, language assessment, language brokering, and racial humor. She earned a Ph.D. in Education from the University of California, Santa Barbara and a B.A. in Spanish Literary and Cultural Studies from Occidental College. She has experienced the role of language broker in the context of cross-cultural interactions among American and Ecuadorian family members.

Catherine L. Costigan, Ph.D. is an Associate Professor and Director of Clinical Training in the Department of Psychology at the University of Victoria. She obtained a M.A. and Ph.D. in Clinical Psychology from Michigan State University, completed a pre-doctoral Clinical Internship with the Institute for Juvenile Research at the University of Illinois, Chicago, and a post-doctoral research fellowship at the University of Washington. Her research focuses on understanding how families navigate challenging circumstances, including families raising children who have intellectual disabilities and families undergoing cultural changes associated with immigration. Some of her recent research has focused on understanding the ways in which immigrant parents support the identity development of their adolescents; understanding how acculturation processes influence the ability of immigrant mothers and fathers to co-parent together effectively; and understanding relationship dynamics such as language brokering that affect the psychological development of youth.

Sarah Crafter, Ph.D. is a Senior Lecturer in the Department of Psychology at the Open University in the UK. She has a Ph.D. in Cultural Psychology and Human Development and her theoretical and conceptual interests are grounded in sociocultural theory, transitions, critical or contested ideas of normative development, and cultural identity development. Her work with child language brokers grew out of broader interest in the constructions or representations of childhood in culturally diverse settings.

Guida de Abreu, B.Sc., M.Sc., Ph.D. is a Professor in Cultural Psychology at Oxford Brookes University. She earned a Ph.D. from the University of Cambridge. Her research interests focus on the impact of sociocultural contexts in learning and identity development. Her research explores young peoples experiences of key aspects of their lives, such as the relationship between home and school mathematics, being an immigrant or minority student, acting as a language broker, acting as a young carer, and living with a chronic illness. This work includes the perspectives of teachers and parents. Her first culture and language is Portuguese. She directed the first large-scale research project with Portuguese students in schools in England and Jersey, where language brokering emerged as part of the children and young peoples life in Britain (commissioned by the Portuguese Department of Education, 20002003).

Lisa M. Dorner, Ph.D. is an Associate Professor of Educational Policy in the Department of Educational Leadership and Policy Analysis at the University of Missouri-Columbia. Having earned a Ph.D. and M.A. in Human Development and Social Policy from Northwestern University, she continues to be interested in the intersections between human lives, development, and the implementation of educational policies, particularly for Spanish-speaking immigrants in the United States. Her interests in brokering and bilingual/dual-language education come from her own transcultural experiences working as an English instructor in the city colleges of Chicago and in junior high and high schools in Niigata, Japan.

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