Language Brokering and the Acculturation of Latino Children

By Robert S. Weisskirch, Sylvia Alatorre Alva. 2002

252 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/99da099cf7fa4ecc7a120c33ae5e54a1d82c15a3

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Citations in the corpus

A quick, gradient Bilingual Dominance Scale* (2009, background): “…between age of acquisition and language dominance), (ii) when participants first felt comfortable speaking both languages (see Montgomery, 1992, and Weisskirch and Alva, 2002, for the concept of comfort in a language), and (iii) how much foreign accent participants felt they had in each language…”
The Relationship of Language Brokering to Ethnic Identity for Latino Early Adolescents (2005, methodology): “…friends, teachers, siblings, and strangers and translate documents ranging from teacher letters to rental agreements and business documents (Baker, 1996; Buriel, Perez, De Ment, Chavez, & Moran, 1998; Kaur & Mills, 1993; McQuillan & Tse, 1995; Tse, 1995; Valdes, 2003; Weisskirch & Alva, 2002).”
The Effects of Language Brokering Frequency and Feelings on Mexican‐Heritage Youth's Mental Health and Risky Behaviors (2011, background): “Finally, brokers may feel pressured to correctly mediate for others, knowing that family members rely on them to successfully maneuver within mainstream culture (Weisskirch & Alva, 2002).”
Family and Work Influences on the Transition to College Among Latina Adolescents (2006, background): “…and Moran (1998) found that language brokering was positively related to academic performance and biculturalism among Latino adolescents, yet Weisskirch and Alva (2002) found that Latino fifth-grade children who spent more time language brokering experienced higher levels of discomfort and…”
Review of child and adolescent refugee mental health. (2004, background): “Because children tend to acquire the new language at a faster rate than their parents (Birman and Trickett, 2001), older children often serve in the role of “culture broker” (Buriel et al., 1998; Fulingi et al., 2002; McQuillan and Tse, 1995; Tse, 1995; Weisskirch and Alva, 2002) for their parents, ”
Feelings About Language Brokering and Family Relations Among Mexican American Early Adolescents (2007, background): “In this measure, participants indicate on a 4-point Likert-type scale (never = 1, a little bit = 2, a lot = 3, and always = 4) how often they translate in 20 places and situations ( Weisskirch & Alva, 2002 ).”
Language Brokering as Young People’s Work: Evidence from Chinese Adolescents in England (2007, background): “Some have collected data directly from 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…”
In Other Words: Translating or “Para‐Phrasing” as a Family Literacy Practice in Immigrant Households (2003, background): “…and measures of biculturalism, academic performance, and academic self-efficacy in a sample of 122 Latino/a high school students; see also Weisskirch & Alva, 2002, who found a genderdifferentiated relationship between levels of brokering and measures of acculturative stress in his survey…”
Language Brokering: An Integrative Review of the Literature (2005, background): “These studies have reported that language brokers experience feelings of frustration, embarrassment, or pressure to translate accurately (DeMent & Buriel, 1999; Love, 2003; McQuillan & Tse, 1995; Ng, 1998; Tse, 1995a; Valenzuela, 1999; Weisskirch & Alva, 2002).”