Why do some children act as a language brokers
There are several reasons why children may act as language brokers:
1. Bicultural background: Children from immigrant families often have a bilingual and bicultural background. They may have grown up speaking their family's native language at home while learning the majority language of their country in school. This bilingualism puts them in a unique position to bridge the language gap between their parents and the outside world.
2. Communication needs: It is common for parents who are immigrants to face language barriers in their new country. They may struggle with speaking, reading, or writing in the majority language and rely on their children to help with various communication needs, such as interpreting during doctor's appointments, parent-teacher conferences, or other important interactions.
3. Cultural context: Language brokers can also help navigate the cultural nuances and expectations that come with living in a new country. They may mediate cultural misunderstandings or help their parents understand local customs and practices.
4. Parental trust and reliance: Children often feel a sense of responsibility towards their parents and want to assist them. Parents may rely on their children due to their language skills and trust them to accurately convey information.
5. Empowerment and autonomy: Acting as a language broker can give children a sense of empowerment and autonomy, as they become the go-between for their parents and the outside world. It allows them to take on a meaningful role within their family and community.
6. Developing language skills: The act of translating and interpreting helps children develop their language skills in both languages. They gain substantial practice in listening, speaking, reading, and writing, leading to improved fluency and accuracy in both languages.
It is important to note that while language brokering can have many positive aspects for children, it can also be a source of stress or burden. It is crucial to support and recognize their efforts while also ensuring that they have access to resources and opportunities to prioritize their own language and academic development.