In Other Words: Translating or “Para‐Phrasing” as a Family Literacy Practice in Immigrant Households

By M. F. Orellana, J. F. Reynolds, L. Dorner, M. Meza. 2003

268 citations recorded by the source corpus.

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Feelings About Language Brokering and Family Relations Among Mexican American Early Adolescents (2007, background): “They learn new vocabulary and literacy skills in acting as a language broker and may hone their native language skills as well (McQuillan & Tse, 1995; Orellana et al., 2003).”
Rethinking monolingual instructional strategies in multilingual classrooms (2007, result): “Other studies carried out among Spanish-speaking students in the United States have similarly pointed to the sophisticated abilities of many students to interpret English language texts for their families (Orellana et al., 2003; Vasquez, Pease-Alvarez and Shannon, 1994).”
The Development of Children's Oral Narratives Across Contexts (2010, background): “For example, in some Mexican American communities, older siblings frequently share storybooks with their younger siblings as part of their caregiving responsibilities ( Orellana, Reynolds, Dorner, & Meza, 2003 ).”
Language Brokering as Young People’s Work: Evidence from Chinese Adolescents in England (2007, background): “…younger children (Hall & Robinson, 1999; Kaur & Mills, 1993; Weisskirch & Alva, 2002) and a small number of mostly recent studies have attempted to explore the process of child language brokering as it occurs during brokering events (Hall, 2004; Orellana et al., 2003; Shannon, 1990; Valdes, 2003).”