Abstract
Child-brokering (MediAzioni 2010) lies on the continuum of ad-hoc translation/interpreting. Using various field-specific lenses, from educational linguistics, cognitive psychology, developmental psychology, communication, and translation/interpreting studies, the case of bilingual youngsters and children who have interpreted for their families and immediate communities has been the focus of different studies (e.g. Bialystock & Hakuta 1999; Borrero 2006; Cline, Crafter and Prokopiou; Orellana 2003, Valdés, Chavez and Angelelli et al. 2000, Valdés, Chavez, Angelelli 2003) with different linguistic groups of various ages in different parts of the world. Focusing on Latinos who live on the US/Mexico border and using a mixed paradigm, in this study we analyze the ways in which Spanish/English bilinguals perceive, discuss and characterize their experiences as they continue to broker communication for their families and immediate communities. We focus on youngsters’ perceived agency and explanations of the relationship between child-language brokering and academic achievement. The findings reported here are part of a larger study that includes the adaptation of a valid and reliable instrument to measure bilingual youngsters’ perceptions about their role (Angelelli 2014 and 2015), its administration and results, and their recall during interviews. Since most/many of the public-service/community interpreters of today were interpreters in their late childhood and adolescence, understanding their life experiences and perceptions of their roles as family language brokers is important for interpreter educators (Angelelli 2010b). In addition, research on bilingual youngsters and children brokering communication for adults allows us to problematize the constructs of language access and language policies of the societies these bilinguals inhabit (Angelelli 2010a). The results have theoretical and practical implications for current conceptualizations of multilingual societies, border areas, community interpreting (interpreting in public services) and for teaching and testing of interpreters.
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Appendix 1
Inventory of results per participant.
| Informants* | Age** | Settings | Topics | Materials | Interlocutors | Lessons learnt |
| Aída (140) | 8 | SchoolMarketClinicLegal offices | School mattersExchangesInformation requestsMake and cancel appts | LettersForms | MotherFatherVendorsNursesLegal counselors | Use of dictionaryRead more in both languages |
| Aurelia(182) | 10 | SchoolHospital | School mattersHospitalizations | Test instructionFormsConsent forms | MotherPhysicianNurseHospital administrator | Listen carefully and activelyTake criticismValue of practice |
| Denise(185) | 5 | Home | Home mailStore catalogues | LettersOffers | MotherGrandmother | Learn more languages (French) |
| Luisa(158) | 5 | MarketChurchSchool | Grocery shopping | OffersLettersInformation | MotherFather | Self-confidenceHelp other peopleEmpathy |
| Anita(190) | 12 | SchoolChurchClinic | CommunicationMailE-mailNotices | NotesLettersBrochures | MotherStep-fatherMinistersAdminis-tratorsPhysicians | Learn interpreting techniquesAttention to body language |
| Manuela(198) | 24 | Home | Written and oral home matters | NotesPhone callsMail | MotherHusband | Help othersEmpathyCommunication skills |
| Delia(16) | 15 | SchoolClinic | Teacher/parentConferenceAppointmentsCancelations | Phone callsMailSchool notes | MotherFatherAuntTeacherPhysician | EmpathyPride |
| Jarazi(173) | 27 | HomeStoresBanks | Written and oral home mattersExchanges | NotesPhone callsMail | MotherFatherCustomers | Learn to research terminologyUse lexical resources |
| Jezenia(187) | 8 | MarketStoresHome | Store exchange policiesHome matters | LettersInsurance policySocial security | MotherFatherManagersClients | Proud to be askedResearch and learn new terms |
| Janice(188) | 8 | SchoolStores | Home mattersEmergency situation | NotesPhone calls | MotherPolicemanAmbulanceCourt officer | Pride/Felt importantEmpathyDislikes translating |
| Lina(154) | 9 | ChurchMarketStoresHospital | MassChurch meetings | NotesFormsLegal documents | GrandmotherNursesMotherChurch community | Vocation of interpreterEmpathy Helping others |
| Marina (1) | 7 | ClinicHome | Chiropractic sessions | NotesDocumentse-mails | MotherChiropractic doctor | Wishes the mother would be more independent |
| Gabriela(116) | 14 | ClinicHome | AppointmentsCancellationsHome matters | Phone callsNotesMailE-mail | MotherDoctor | Feels responsible for her Mom |
| Liz(254) | 14 | School | Teacher/parent conference | School matters | MotherTeacherBoyfriend | Feels proud |
| Cynthia(181) | 12 | School | Teacher/parent conference | School matters | MotherTeacher | Practice moreWas ashamed for making long pauses |
| Mario (199) | 15 | SchoolClinic | Teacher/ParentconferenceDoctor’s appt. | LettersProcedure | MotherPhysicianTeacher | Does not enjoy translation |
* All informants’ names are pseudonyms to protect their identities. The number below the name corresponds to the number of IPRI protocol completed.
** Refers to the age at which they started brokering for their families
© 2016 Walter de Gruyter GmbH, Berlin/Boston
