Child language brokering in schools: Guiding good practice

When families migrate to a new country their children often learn the local language faster than their parents. In particular, the children’s attendance at school expedites learning the new language, and in turn they often become translators or interpreters for their family.

This presentation will report on a study supported by the Nuffield Foundation that collected data from teachers, and young adults who acted as language brokers in school as children, to examine their perspectives and develop evidence-based guidance on this activity.