Research Paper Summaries
In-depth Studies and Scholarly Contributions by Dr. Su Yeong Kim
Language Brokering
Summary:
Nina H. Wu and Su Yeong Kim (2012) provide a comprehensive overview of language brokering, a phenomenon in which children of immigrant families serve as interpreters and cultural mediators for parents and relatives with limited English proficiency. The entry highlights both the pervasiveness of this practice and its complex implications for adolescents’ development, family dynamics, and well-being.
Language brokering arises because many immigrant parents face significant challenges navigating institutions, from schools and healthcare to employment and government services. Adolescents, often exposed to English earlier and more intensively through schooling, quickly become the family’s translators. This role positions them as intermediaries between their family’s heritage culture and the U.S. mainstream, granting them access to adult responsibilities well before their peers. Research consistently finds that brokering is common: retrospective and contemporary studies report that 70–100% of Latino and Asian American youths engage in such tasks, often beginning in childhood and increasing during adolescence.
The contexts of brokering are diverse. Tasks occur at home (translating mail, filling out forms), in schools (communicating with teachers and staff), and in public spaces such as hospitals, government offices, and stores. Adolescents primarily broker for parents, but also for siblings, relatives, and community members. The complexity of brokering goes beyond simple word-for-word translation: youths must manage sensitive conversations, navigate power imbalances with authority figures, and interpret cultural nuances, often with limited vocabulary and maturity.
The developmental impact of language brokering is mixed. Many adolescents report benefits, including improved bilingual skills, greater cultural knowledge, maturity, independence, and closer family bonds. Some feel pride in contributing to their family’s survival and success. Others, however, describe brokering as stressful, burdensome, or embarrassing. Studies link frequent brokering to depression, anxiety, academic struggles, and strained peer relationships, particularly when adolescents perceive role reversal—taking on adult responsibilities for their parents. Conversely, positive family dynamics and strong cultural orientation can buffer stress and promote a sense of efficacy.
Wu and Kim also note measurement challenges. Existing scales vary in scope and reliability, often excluding parents’ perspectives on brokering. Including both adolescent and parent reports could clarify why some youths thrive while others struggle.
The authors conclude that language brokering will remain a widespread experience as immigration continues. While it can foster valuable skills, it also poses risks when youths are overburdened with adult responsibilities. Future research and practice should identify conditions under which brokering promotes resilience and when it undermines adolescent well-being, guiding culturally sensitive interventions in schools and clinical settings.
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