Child language brokering in linguistic minority communities: Effects on cultural interaction, cognition, and literacy

McQuillan, Jeff; Tse, Lucy

doi:10.1080/09500789509541413

Cited by 163 publications

(139 citation statements)

References 19 publications

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“…The changes in the roles of parent and child can be very stressful for immigrant families, especially for those who are accustomed to parental authority and rigid and distinct generational boundaries in their heritage culture (Garc í a Coll & Magnuson, 1997 ). In fact, previous studies also found that some Asian American and Hispanic American adolescents perceived their role as a culture and language broker as embarrassing and burdening (McQuillan & Tse, 1995 ;Tse, 1996 ;Wu & Kim, 2009 ). Such dissonance and role reversal that undercut parental authority may also generate family confl icts (Trickett & Jones, 2007 ).…”

Section: Culture and L Anguage B Rokeringmentioning

confidence: 99%

“…It is quite common for Chinese, Korean, Vietnamese, and Hispanic immigrant children to serve as culture and language brokers for their parents, especially for those parents with limited English profi ciency, with lower education levels, and who migrated to the United States at older ages (Chao, 2006 ;Morales & Hanson, 2005 ;Tse, 1995;1996 ;Weisskirch & Alva, 2002 ;Zhou, 1997 ). Culture and language brokers serve as cross -cultural mediators and translators between parents and the mainstream society (McQuillan & Tse, 1995 ;Morales & Hanson, 2005 ;Weisskirch & Alva, 2002 ). Many Chinese American and Hispanic American adolescents feel obligated to serve as culture and language brokers to help their parents because of the value placed on familial relationships and obligation in their cultures (Chao, 2006 ;Garc í a Coll & Magnuson, 1997 ;Wu & Kim, 2009 ).…”

Section: Culture and L Anguage B Rokeringmentioning

confidence: 99%

“…The experience of language brokering appeared to enhance these adolescents ' sense of responsibility, maturity, effi cacy, and self -esteem as well as fostered positive parent -child relationships (Chao, 2006 ;McQuillan & Tse, 1995 ). On the other hand, parents have to rely on their children to communicate with the mainstream society in important contexts (e.g., school and medical settings), undermining their roles as authority fi gures (Menjivar, 2000 ).…”

Section: Culture and L Anguage B Rokeringmentioning

confidence: 99%

See 2 more Smart Citations

The Social Development of Immigrant Children: A Focus on Asian and Hispanic Children in the United States

Cheah

Leung

2010

The Wiley‐Blackwell Handbook of Childhood Social Development

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Section: Culture and L Anguage B Rokeringmentioning

confidence: 99%

Section: Culture and L Anguage B Rokeringmentioning

confidence: 99%

Section: Culture and L Anguage B Rokeringmentioning

confidence: 99%

See 1 more Smart Citation

The Social Development of Immigrant Children: A Focus on Asian and Hispanic Children in the United States

Cheah

Leung

2010

The Wiley‐Blackwell Handbook of Childhood Social Development

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“…Similarly, Latino immigrant parents demonstrate that speaking different languages limits their opportunities to shape family joint activities and communications with children and school teachers (Smokowski, Rose, & Bacallao, 2008;Valdés, 1996). In addition, immigrant parents often depend on children to interact with the English-speaking communities (Jones & Trickett, 2005;McQuillan & Tse, 1995). Such "language broker" and "culture broker" roles create stress for children as well as a loss of parental authority and respect (Zhou, 1997).…”

Section: Differences Of Language and Acculturation In Immigrant Familiesmentioning

confidence: 99%

Church-Based ESL Adult Programs

Chao

Mantero

2014

Journal of Literacy Research

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This multi-sited ethnographic study examines the ways in which Latino and Asian immigrant parents' English learning through two church-based ESL programs in a Southeastern U.S. city affects their family literacy and home language practices. It demonstrates that the parents' participation in the programs is an empowering experience promoting ESL acquisition and funds of knowledge, which in turn advances their family literacy. This study also finds that the programs do not promote linguistic assimilation, devalue or erase immigrant parents' home language. Instead, they facilitate the parents to reclaim their home language and support children's home language development. The "family literacy ecology of communities" framework is proposed in this study. It indicates that church-based ESL programs as social mediators for situating immigrant adult English learners within real-life communities, empowering their family literacy, accessing communities of power, and having a voice in the larger society. Implications for ESL adult programs and future studies are presented. KeywordsLatino and Asian immigrant parents, social mediators, family literacy, home language, power of communities Latinos and Asians in the United States are the two rapidly growing immigrant populations because of high immigration and birth rates

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“…1 There has also been concern about the impact of interpreting on parent-child relationships. 4 However, despite improvements in formal interpreting services, primary care providers in many parts of the United Kingdom (UK) are likely to continue having to consult occasionally with the help of young people. Estimates suggest that there are almost half a million people in the UK from South Asia and China who do not have the English language skills necessary to function independently in an Englishspeaking environment, 5 and there are over 100 000 refugees in London alone.…”

Section: Introductionmentioning

confidence: 99%

Bilingual young people’s experiences of interpreting in primary care: a qualitative study

2003

Primary Health Care

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Participants were then prompted through open-ended questions to describe in detail any recent experiences of using health services with members of their family or for themselves, and to reflect on the positive and negative implications of their interpreting work.To include participants from established and recently arrived linguistic minority groups, community groups, community youth groups, and English language classes in London were purposively sampled, to include young people with Vietnamese, Bangladeshi, Kurdish or Eastern European (specifically, Albanian and Croatian) backgrounds. They were contacted and provided with information about the project. Bilingual young people aged nine to 18 years old attending these clubs or classes were invited to participate in an interview. Those young people who wished to take part in the study were offered the choice of being interviewed on their own or with friends, according to their preference. They were provided with a consent form for parents/guardians to sign. At the interview, participants were informed again about the purpose of the study, told they could choose not to answer any question or could stop the interview whenever they wished, and signed a consent form for themselves. Interviews were held in a private room in the familiar environment of the community or youth group facility and lasted between half an hour and an hour. All interviews were conducted in English, and were audiotaped and fully transcribed.Data analysis was carried out by three of the authors (VB, CF and JG). Each person studied the transcripts to identify initial themes. A thematic framework was developed, and each section of the early transcriptions was then coded according to the framework. This was then modified in the light of these findings and further data collection. Further analysis was conducted using the constant comparative method.12 Segments of text within the same theme were compared, to identify how data either proved or disproved emerging ideas. ResultsIn total, 77 young people were interviewed (25 Vietnamese, 17 Bangladeshi, 18 Kurdish and 17 Eastern European), including young men and women from each community group (Table 1). Box 1 explains the abbreviations used in the following quotes. Experiences of interpretingYoung people reported interpreting in a wide range of situations, ranging from reading the list of ingredients on packets when shopping, to housing, benefit or hire purchase payment disputes. Healthcare experiences included translating instructions on medicines, helping complete surgery registration forms, and interpreting in hospital, dental and general practice settings. For those from the Vietnamese and Bangladeshi groups, almost all experiences of interpreting in primary care involved interpreting for mothers. Fathers were reported either to have better language skills or to use primary care professionals from their own communities, or -in the case of the Vietnamese -to pay to see a practitioner of Chinese medicine. Young people from the Kurdish groups interpret...

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Child language brokering in linguistic minority communities: Effects on cultural interaction, cognition, and literacy

Cited by 163 publications

References 19 publications

The Social Development of Immigrant Children: A Focus on Asian and Hispanic Children in the United States

The Social Development of Immigrant Children: A Focus on Asian and Hispanic Children in the United States

Church-Based ESL Adult Programs

Bilingual young people’s experiences of interpreting in primary care: a qualitative study

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