S e n d r e q u e s t s f o r p e r m i s s i o n t o r e p r i n t t o : R i g h t s a n d P e r m i s s i o n s , U n i v e r s i t y o f C a l i f o r n i a P r e s s , J o u r n a l s D i v i s i o n , 2 0 0 0 C e n t e r S t . , S t e . 3 0 3 , B e r k e l e y , C A 9 4 7 0 4 -1 2 2 3 .

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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, Marjorie Faulstich Orellana highlights the work immigrant children do as active agents in supporting and sustaining their families, households, and schools. Building on the work of sociologists who examine children's engagement in social processes, Orellana maintains that we should not lose sight of children's present lives and daily contributions in our concern for their futures. Similarly, we should not see immigrant children only as a problem or a challenge for education and for society while overlooking their contributions to family and school. Integrated into her discussion are the voices of Mexican and Central American immigrant children living in California as they describe their everyday work as helpers at home and school. These examples illustrate how immigrant children's work can be understood in many ways — as volunteerism, as opportunities for learning, and as acts of cultural and linguistic brokering between their homes and the outside world. (pp. 366–389)

Using survey and observational data, children's contributions to households in a Mexican immigrant community in Chicago are examined. Children provide essential help to their families, including translating, interpreting, and caring for siblings. These daily life activities shape possibilities for learning and development.

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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...

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