Language Brokering and the Acculturation of Latino Children

Abstract

Children of immigrant parents frequently language broker, translating written forms and documents for their parents and other adults in various situations. Using a paper-and-pencil survey, 36 bilingual Latino fifth graders reported their experiences and levels of comfort in language brokering, levels of acculturation, feelings of acculturative stress, and self-concepts. Those who were least acculturated reported higher frequencies of language brokering and discomfort in doing so. Boys were more English dominant than girls and reported higher levels of acculturative stress. Girls were more Spanish dominant and had lower levels of acculturative stress. High levels of acculturative stress were associated with increased social acceptance by peers. Because the previous research with college students was retrospective, this study may demonstrate that the benefits of language brokering may be an age-graded phenomenon.

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