Transforming language brokering policies at school
Learning from students with transnational biographies
Bibliographic Data
| ID | 21725871 |
|---|---|
| Authors | Nadja Thomas (0000-0001-9084-9638, University of Vienna, corresponding author), Anna-Katharina Draxl (0000-0002-7642-6476, University of Vienna) |
| Year | 2023 |
| Volume | 22 |
| Issue | 4 |
| Pages | 463-481 |
| Publication date | 2023-07-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 1474-9041 • E-ISSN: 2165-8714 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/14749041221126563 |
| OpenAlex | W4308447898 |
| Language | EN |
| Citations received | 3 |
| References cited | 44 |
Within discourses on education and transnationalism, much importance has been given to language, both for the educational success of migrants and their transition into the labor market. Among the many perspectives on multilingualism, there is a growing body of research on language brokering. In contrast to professional interpreting, this is often associated with interpreting without formal qualifications or payment in mostly informal settings. However, language brokering is embedded in complex social structures, and students who interpret often act within complex power relations. In our article, we address experiences with education-related language brokering. While focusing on the perspectives of the students, we will address the roles they take during language brokering activities between different actors and the power relations they experience. Our data were collected as part of an ethnographic research project which aimed to explore the experiences of refugee students following their arrival in Austria and during the adjustment period in their new sociolinguistic and educational context. Empirically, the article is based on a data set of small stories and reflections about language brokering. The analysis was carried out through contrastive comparisons between different cases. The paper will conclude with suggestions on the introduction of critical language brokering practices and policies in educational institutions
Ethnography · Explanatory power · Language policy · Multilingualism · Pedagogy · Political science · Politics · Public relations · Sociology · Transnationalism · Education and experiences of immigrants and refugees · Migration, Refugees, and Integration · Multilingual Education and Policy
Linguistic Diversity and Social Justice
Translating Childhoods
Der monolinguale Habitus der multilingualen Schule
Negotiating Language Policies in Schools
The ‘politics of speed’ and language integration policies
Educational Transitions in War and Refugee Contexts
Facilitating Intercultural Communication in Parent–Teacher Conferences
Language Brokering in Linguistic Minority Communities
Child language brokering
I don’t want to be pushed into an islamic school’
You can’t have a good integration when you don’t have a good communication’
Young people's representations of language brokering
Growing Up Too Soon? Parentification Among Immigrant and Native Adolescents in Germany
Shame in English language teaching
Children as Brokers of Their Immigrant Families’ Health-Care Connections
Reconstructing Moral Identities in Memories of Childhood Language Brokering Experiences
The Tenuous Role of Institutional Agents
Reinforcing Deficit, Journeying Toward Equity
Biografisches Lernen" und "Biografizität
In the service of surveillance
Small stories as a new perspective in narrative and identity analysis
Education Policy as a Practice of Power
Young peoples' reflections on what teachers think about family obligations that conflict with school
Re-interpreting
The Commodification of Language
Shifting in the Zone
Transversing the Vertical Case Study
| Unique citing works | 3 |
|---|---|
| Citations per year | 3 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |