As will become clear from the articles in this journal, the serious study of child language brokering began only a couple of decades ago. However, in this limited time it has emerged as a very intensely and widely studied phenomenon. The purpose of this article is not to examine child language brokering as a practice in its own right, but to consider its position in language brokering as a whole, to consider how it became an object of academic study and how the nature of this study changed over time, and to consider its relationship to other significant and recent changes in understanding the nature of childhood.
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