The Lived Experiences a Selected Group of Female El Salvadoran Child Language Brokers Students in Prince George's County Public Schools

2021 ◽  
Author(s):  
Elaine C. Murray
Keyword(s):  
Public Schools ◽  
Lived Experiences ◽  
Child Language ◽  
Prince George's County ◽  
Language Brokers ◽  
El Salvadoran

Language brokering by young adults

2020 ◽  
Vol 15 (2) ◽  
pp. 261-279 ◽  
Author(s):  
Aída Martínez-Gómez
Keyword(s):  
United States ◽  
Young Adults ◽  
Child Language ◽  
Early Adulthood ◽  
Communication Channels ◽  
The United States ◽  
Language Brokering ◽  
College Age ◽  
Socialization Processes ◽  
Language Brokers

Abstract This study explores the “who, what, where, and how” of language brokering as performed by young adults. Given that the backgrounds of child language brokers merge with the socialization processes that encompass early adulthood, their potentially unique experiences may reveal valuable information about language brokering that can contribute to the advancement of academic, professional, and educational endeavors. This study examines the ontological narratives of 21 college-age language brokers in the United States to illustrate if and how their insights expand the limits of traditional views of interpreter-mediated interaction (e.g., in terms of settings, communication channels, degree of active participation).

Interpreting Service: Educating Child Language Brokers through Service-Learning

2016 ◽  
pp. 434-453
Author(s):  
Julia Sandler
Keyword(s):  
Service Learning ◽  
Self Efficacy ◽  
Child Language ◽  
Language Brokering ◽  
Negative Effects ◽  
Heritage Speakers ◽  
Academic Benefits ◽  
Local Schools ◽  
Language Brokers ◽  
Professional Interpreting

How might a service-learning course help child language brokers (Tse, 1996) minimize negative effects and maximize the cognitive and academic benefits of language brokering? This question is answered with data from an ethnographic case study of a high school service-learning course in translation and interpreting. Heritage speakers of Spanish and less commonly taught languages serve as volunteer interpreters at local schools while learning the skills, habits and ethics of professional interpreting in this course. The theoretical lens of self-efficacy (Bandura, 1977; 2006) is used to analyze how this curriculum affects students. This article also contributes to evolving definitions of service-learning for heritage language speakers, arguing that language brokering that students do for their families and communities should be seen as a pre-existing “service” that can be utilized in the prepare-act-reflect cycle of service-learning. Analysis of the data shows that this cycle is key to supporting students in building the confidence and skills to pursue careers in professional interpreting and helping them manage their family interpreting experiences. Students demonstrated increased self-efficacy perceptions in terms of interpreting, academic achievement and general life events, although the role that service-learning played in the latter two outcomes is still unclear.

Liberating Discourses: Spirituality and Educational Leadership

2005 ◽  
Vol 15 (6) ◽  
pp. 608-623 ◽  
Author(s):  
Carolyn M. Shields
Keyword(s):  
Public Schools ◽  
Educational Leadership ◽  
Public Education ◽  
Lived Experiences ◽  
Ways Of Knowing ◽  
Educational Leader ◽  
Integral Role

Because spirituality connects us to the most profound realities of life it has an integral role to play in education. Public education and spirituality as distinct from the teaching of or expression of religion, are not mutually exclusive. Indeed, spirituality is both epistemological and ontological. It constitutes one of many legitimate ways of knowing. Hence, I argue that it is incumbent upon educators in public schools to connect what we teach to the multiple lived realities of children. This requires the educational leader to become aware of his or her own spirituality, to become open to the spirituality of others, and to create spaces— liberating conversations—in which participants can bring the totality of their lived experiences.

In the service of surveillance: Immigrant child language brokers in parent-teacher conferences

2015 ◽  
Vol 153 (3) ◽  
pp. 91 ◽  
Author(s):  
Jennifer F. Reynolds ◽  
Marjorie Faulstich Orellana ◽  
Inmaculada García-Sánchez
Keyword(s):  
Child Language ◽  
Immigrant Child ◽  
Language Brokers

Strategic Thinkers and Positioned Choices: Parental Decision Making in Urban School Choice

2018 ◽  
Vol 33 (7) ◽  
pp. 1135-1170 ◽  
Author(s):  
Scott Ellison ◽  
Ariel M. Aloe
Keyword(s):  
Public Schools ◽  
School Choice ◽  
School Reform ◽  
Urban Communities ◽  
Lived Experiences ◽  
Urban School ◽  
Political Empowerment ◽  
New Politics ◽  
Urban School Reform ◽  
Parental Decision Making

The economic logic of urban school reform holds that giving parents school choice options in an educational marketplace will lead to systemic improvements that will both resolve historical inequalities in American public schooling and will politically empower parents and urban communities. This article explores the economic logic of urban school reform policies that conceptualize parents as rational consumers of educational services and that seek normative justification for school choice as a mechanism to resolve educational inequalities and as a form of political empowerment. We do so through a qualitative research synthesis of five studies investigating the lived experiences of predominantly working-class parents of color as they navigate urban school choice. The findings from this synthesis suggest that the economic logic at work in the new politics of education obfuscates the complexity of the lived experiences of parents in urban communities. Parents hold nuanced views of urban school choice that reflect their positionality, report a limited or circumscribed form of empowerment, and express a preference for equitable learning opportunities in their locally zoned public schools.

Shifting in the Zone: Latina/o Child Language Brokers and the Co-construction of Knowledge

Ethos ◽  
2012 ◽  
Vol 40 (2) ◽  
pp. 196-220 ◽  
Author(s):  
H. Julia Eksner ◽  
Marjorie Faulstich Orellana
Keyword(s):  
Child Language ◽  
Construction Of Knowledge ◽  
Language Brokers

Using children as informal interpreters in pediatric consultations

2015 ◽  
Vol 8 (3) ◽  
pp. 132-143 ◽  
Author(s):  
Bethany R Russell ◽  
Alejandro Morales ◽  
Russell D Ravert
Keyword(s):  
Health Care ◽  
Health Care Professionals ◽  
Cultural Awareness ◽  
Medical Information ◽  
Negative Impact ◽  
Child Language ◽  
Further Education ◽  
Health Care Facilities ◽  
Content Type ◽  
Language Brokers

Purpose – Health care professionals (HCPs) face numerous barriers in providing services to limited English proficient (LEP) patients and their families. The purpose of this paper is to explore and expand on the limited scholarship concerning HCPs’ experiences using children as informal interpreters in pediatric consultations. Design/methodology/approach – Ten HCPs from five different fields participated in this study. They were interviewed over the phone and replied to follow-up correspondence about their knowledge on policies for communicating with LEP patients and/or their families when providing medical care. Findings – Using a thematic analysis five themes emerged across all cases: cultural awareness, communication quality, live interpreters as a solution, use of child language brokers (CLBs), and the norm of child language brokering. Through the development of the aforementioned themes, HCPs’ limited awareness of implications when using CLBs and of the established policies related to this phenomenon were apparent. Originality/value – This lack of knowledge, acknowledged by HCPs, provides a platform from which to create awareness of the need for further education about the potential risks CLBs face when interpreting medical information and of the negative impact this process can have on the overall medical outcome of a patient. Furthermore, it allows the authors to address the ignorance within the health care system that has allowed vulnerabilities to LEP individuals being treated in health care facilities.

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