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Adult narratives of childhood language brokering: Learning what it means to be bilingual

Phoenix, A; Faulstich Orellana, M; (2021) Adult narratives of childhood language brokering: Learning what it means to be bilingual. Children & Society (chso.124) 10.1111/chso.12462. (In press). Green open access

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Abstract

This paper analyses the retrospective narratives of an adult language broker. Language brokering involved not only learning how to translate/interpret language for others, but also understanding the meaning that Spanish and English assumed in society and the ways in which she and her parents were socially positioned. Language brokering was both psychosocial and agentic. The participant had to align her respect for, and protectiveness of, her parents with the disrespect and harsh judgement she sensed from those with whom they sought to communicate in various sites. The paper illuminates the complexity of the processes of developing multilingual practices and identities in their intersectional and relational multisitedness.

Type: Article
Title: Adult narratives of childhood language brokering: Learning what it means to be bilingual
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/chso.12462
Language: English
Additional information: © 2021 The Authors. Children & Society published by National Children's Bureau and John Wiley & Sons Ltd. This is an open access article under the terms of the Creative Commons Attribution-NonCommercial License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited and is not used for commercial purposes.
Keywords: bi-/multi-lingualism, constrained agency, intersectionality, language brokering, multisitedness, power relations relationality
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/10128791
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