Abstract

Abstract:

This article reports from instances of child language brokering among emergent bilingual youths and parents at a New York City after-school community literacy program composed largely of Mexican immigrant families. I argue that youth language brokers negotiated literacies with and for their parents in differing contexts, with different audiences, and under different dynamics of power relations. Young language brokers utilize bilingual practices to translate, interpret, and advise between adults and family members of different ages. Language brokers, I argue, use their bilingual learning to help their families and to show they care.

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Additional Information

ISSN
2162-6324
Print ISSN
1555-9734
Pages
pp. 1-15
Launched on MUSE
2017-04-01
Open Access
N
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