A practice engaged in by many immigrant youth who interpret and translate oral and written language for others. Typically, these language events occur as part of everyday life and involve the need for communication. Language brokering can occur in schools, hospitals, governmental agencies, as well as business establishments.
Published in Chapter:
Transnational Immigrant Youth Literacies: A Selective Review of the Literature
Robert T. Jiménez (Vanderbilt University, USA), Caitlin Eley (Vanderbilt University, USA), Kevin Leander (Vanderbilt University, USA), and Patrick H. Smith (University of Illinois at Urbana-Champaign, USA)
Copyright: © 2015
|Pages: 23
DOI: 10.4018/978-1-4666-8668-7.ch013
Abstract
This chapter examines transnationalism, social-literacy practices theory, the history of immigrant literacy in the United States, and an examination of central Mexican literacy practices. We then review and examine what is known concerning the literacy practices of immigrant youth living in the U.S. We define transnationals as individuals who participate in flows of people, ideas, capital and goods between regions. These flows are bi-directional, span national boundaries and are sustained over time. After examining historical and cultural influences on the ways that literacy is conceptualized and actualized in Mexico, we argue that all immigrant students, regardless of their ethno-linguistic backgrounds, bring to their host nations assemblages of information, ideology, and specific practices that we believe are full of either potential resources or possible damaging effects. Deeper understanding of these practices by educators provides a potential mechanism for bringing about desirable change or for maintaining oppressive racial and linguistic hierarchies.