S In this article we report on ethnographic research that explores the range of ways in which Spanish‐English bilingual immigrant youth interpret English language texts for their families. Drawing on participant observation in the homes and classrooms of 18 young adolescents who serve as interpreters for their families, 86 transcripts of theseinterpreters' oral Spanish translations of English texts, and 95 journal entries written by the youth about their translating experiences, we document the multiple literacies of daily life that youth engage in while translating or “para‐phrasing” for their families. We focus on interpretations of written text for close family members, done at home, and chart the domains of these multiple literacies. Using an activity setting/interactional analysis, we then examine how two home “para‐phrasing” events unfold and contrast these with activity settings for literacy learning in school. This largely unexplored literacy practice is a common one in immigrant households, and we argue that bilingual youth's experiences as cross‐language “para‐phrasers” can be used to support the within‐language paraphrasing that is an important part of school literacy practices.

In this article, the authors use and further elaborate a cultural modeling framework to juxtapose two distinct yet analogous literacy practices: The out‐of‐school practice of translating and interpreting across languages, or “para‐phrasing” The cross‐disciplinary and school‐based practice of paraphrasing or summarizing written texts Data are from field notes based on two years of ethnographic observations conducted in the homes and classrooms of 18 fifth‐, sixth‐, and seventh‐grade students; the students' journals about their translation experiences; focus group discussions with the students; audiotapes of para‐phrasing interactions that involved written text; interviews with the students' teachers; and audiotaped process‐focused literacy assessments that provided insights on how children read and interpreted two different kinds of texts, putting both in their own words. Through grounded theorizing, the authors first analyze the skills involved in the everyday para‐phrasing or translation activities performed by immigrant youth. They then identify analogues between these skills and those required for practices of translation, interpretation, and paraphrasing as they are enacted across disciplines and in an array of discourse practices. Finally, they examine classroom practices to identify points of leverage between home and school practices. The authors contribute to the elaboration of the cultural modeling framework by exploring a set of language and literacy practices that frequently occurs in immigrant communities and yet has been little explored to date, and by considering how schools can better engage the skills of bilingual youths. في هذه المقالة يستخدم و يطور المؤلفون إطارا ثقافيا تمثيليا حيث تتجاور ممارستان مختلفتان لمعرفة القراءة و الكتابة و لكنهما في نفس الوقت متماثلتان: ممارسة الترجمة من لغة إلى لغة أو ما يسمى بإعادة الصياغة إعادة صياغة النصوص المكتوبة كممارسة مدرسية في كل التخصصات المواد هي عبارة عن ملاحظات ميدانية جُمِّعت خلال سنتين من المعاينات الاثنوغرافية في منازل و بيوت 18 طالب في الصف الخامس والسادس والسابع و يوميات الطلاب خلال تجاربهم في الترجمة و مناقشات مركزة مع الطلاب و كذلك أشرطة تسجيلية لمحاورات تفاعلية في إعادة صياغة لنصوص مكتوبة بالإضافة إلى محادثات مع أساتذة الطلاب و أشرطة مسجلة تقيم عملية القراءة و الكتابة أمدتنا برؤيا حول كيفية تعامل الطلاب مع نصوص مختلفة و كيف يترجمونها بكلماتهم و عباراتهم الخاصة. و من خلال عملية تنظيرية محكمة يحلل المؤلفون المهارات المستخدمة في عمليتي إعادة الصياغة و الترجمة التي يقوم بها مجموعة من الشباب المهاجرين. ثم يتعرفون على أوجه التشابه و المماثلة بين هذه المهارات و المهارات اللازمة في الترجمة و الترجمة الفورية و إعادة الصياغة كما هي مطبقة في مختلف الاختصاصات و في خطابات متعددة. و في الأخير يتنبهون إلى الممارسات داخل الصف ليتعرفوا على نقاط التفاعل بين ممارسات البيت و المدرسة . و يساهم المؤلفون في تطوير الإطار الثقافي التمثيلي من خلال فحص مجموعة من الممارسات المتعلقة بالقراءة و الكتابة التي تظهر عند مجموعات المهاجرين و التي لم يتم استغلاها بعد من خلال معرفة كيف يمكن للمدارس أن تستغل مهارات الطلاب الثنائيي اللغة. 本文作者利用及加以阐述一个文化模塑框架，从而并列出两个不同却可类比的阅...

Bilingual children are frequently called on to use their linguistic and communicative virtuosity to interpret for monolingual speakers. In this article, we theorize child interpreters' positionalities within the interstices of several borderlands: as children; as interpreters and translators interpreting different languages, registers, and discourses; and as immigrants seeking services within white public space. We analyze how youths are positioned to provide service and surveillance within overdetermined interpreter-mediated practices. In examining these practices, we raise to consciousness some of the social and ideological conditions that circumscribe working-class Latino/a and new Mexican immigrant children within inherently unequal subject positions. [Keywords: interpreter-mediated interactions, childhood, Mexican new immigrants, racialization, white public space]

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This article examines family and peer practices of socialization that illuminate a culture specific social ontology of intentions (Duranti 2006). An interpretive approach to the study of children's language socialization and peer talk is adopted to analyze how local beliefs concerning children's socialization and development are afforded within multiparty participation frameworks that involve teasing and shaming routines. These routines are powerful discursive strategies in the everyday negotiation and co-construction of peer politics and kin group social relationships. Data include ethnographic observational and naturally occurring videorecorded quotidian interactions collected

This article provides a critical review of the interdisciplinary literature on child language brokering (CLB), employing a Bakhtinian translinguistic perspective. The extant literature isolates the child language broker as a particular kind of vulnerable speaking subject, without regard to the ways in which ideologies of language shape cross-generational linguistic exchanges in zones of cultural contact. Broader attention to bilingual communicative repertoires is also absent. We plot a new course for this area of study by considering the relationships between language brokering and other aspects of bilingual communicative practice such as codeswitching and bivalency. The data examined include transcript excerpts from video recordings of rehearsals and enactments of improvised skits that feature CLBs' experiences of brokering events. The enactments doubled as metalinguistic and metapragmatic performances that simultaneously drew upon situated competencies and displayed dominant language ideologies. Enactments also afforded play frames of interaction that conferred authority to peers (authority that is absent in actual situated instances of cross-generational exchanges). Our analyses acknowledge child language brokers' simultaneous identities and consider the relationships among differing forms of translanguaging by tracking instances when youths enacted particular language-ideological assumptions either to shore up or to dissolve boundaries.[child language brokers, bivalency, codeswitching, role-playing, translanguaging] Introduction I n this article, we examine the "translanguaging" (García 2009) practices that emerged when bilingual children of immigrants came together to envision, rehearse, and reenact scenarios modeled on their work as language brokers for their families. These practices include youths' representations of language brokering (Tse 1996a) in various contexts and in moments of spontaneous brokering that arose as the youths prepared their scenes, as well as other forms of codeswitching and language play that the youths engaged in together. Studies of language brokering within the interdisciplinary scholarship on child language brokers (CLBs) most often focus on spontaneous activities that occur in many migrant households and communities "in which the child who has learned the language of the new country bs_bs_banner Journal of Linguistic Anthropology, Vol. 24, Issue 3, pp. 315-338, ISSN 1055-1360, EISSN 1548-1395. © 2015 by the American Anthropological Association. All rights reserved. DOI: 10.1111/jola.12057. 315 mediates between a parent and different language speakers or writers [. . .] effectively facilitating communication between two linguistically and culturally different parties" (Bauer 2012:205). We consider how practices that heretofore have been separately theorized and explored as instances of language brokering and conversational codeswitching can be productively understood by means of a translinguistic, semiotic framework. In particular, we are interested in understanding the re...

This study examines how boys from San Antonio Aguas Calientes, Guatemala develop their own perspective about what it means to be moral human beings in the world via discursive practices that contrast enregistered voices within an emergent performance genre that simultaneously doubles as socio-dramatic play-frame. This emergent genre exhibits both mimesis and alterity; children have appropriated a popular adult genre, within which their participation, originally, was highly circumscribed. In their own productions, however, they occupy the main character roles and enact re-accented “voices” of king and kin in highly competitive, proselytizing discourse. The resulting performance is a subversion of the social order where ‘the challenge’ of good defeating evil is undone, reflecting a child-centric critical stance. To wit, the boys refuse to be convinced by the authority of an overly patriarchal-colonial moral order. I build upon Sawyers’ (1995) model of play-as-improvisation to develop a synthetic framework in analyzing indigenous children’s play and childhood(s). The approach I espouse draws upon ethnographically informed studies of peer talk-in-interaction, verbal art as performance, and semiotic functionalism to examine how children “do heteroglossia” in and out-of-play frames of interaction as they construct selves capable of confronting the social order.

Language asymmetry between patients with limited English proficiency and health care providers increases the complexity of patient-provider communication. In this research, we used conversation analysis to examine the content and processes of five triadic clinical communication encounters between Spanish-speaking adult patients, English-speaking nurse practitioners, and clinic-based interpreters. Data collection included audio-recordings of the triadic clinical encounters and self-administered post-encounter surveys of the nurse practitioners and interpreters. Our findings revealed communication trouble spots that, when directly addressed by the interactants, facilitated processes of negotiating relationships, and coming to a mutual understanding. Exemplars labeled Making Assumptions; Colloquialisms as Signaling Potential for Trouble; Repairing a Mis-Statement; and Turn-Taking, Silences, and Laughter illustrated how the parties identified and navigated such trouble spots. The final exemplar, Attaining Intersubjectivity, represented a successful multi-lingual triadic communication. While the role of the interpreter often is seen as a conduit of information from one language to another, in practice they also enacted roles of communication collaborators and coconstructors. Future interdisciplinary research can include closer examination of occurrences of communication trouble spots and further exploration of how interpretermediated communication is conceptualized and problematized in diverse clinical settings, to promote language interpretation policies and practices that contribute to reducing health disparities among limited-English-proficient populations.