A Typology of Language-Brokering Events in Dual-Language Immersion Classrooms

This paper examines language-brokering events to better understand how children utilize their linguistic resources to create spaces where the coexistence of two languages can enable or restrict understanding and learning of academic content for themselves and others. An analysis of the structure of...

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Bibliographic Details
Published in:Bilingual research journal 2009-11, Vol.32 (3), p.260-279
Main Authors: Coyoca, Anne Marie, Lee, Jin Sook
Format: Article
Language:English
Subjects:
Bilingualism
California
Charter Schools
Children
Classroom Communication
Classroom Environment
Community Relations
Comprehension
Discourse Analysis
Educational Opportunities
English (Second Language)
Grade 2
Ideology
Immersion Programs
Interpersonal Communication
Language
Language typology
Learning
Linguistics
Native language acquisition
Observation
Role
Second Language Learning
Semantics
Social Studies
Sociocultural Patterns
Spanish
Students
Studies
Translation
Video Technology
Worksheets
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Summary:This paper examines language-brokering events to better understand how children utilize their linguistic resources to create spaces where the coexistence of two languages can enable or restrict understanding and learning of academic content for themselves and others. An analysis of the structure of language-brokering events reveals that different directional processes and points of initiation are involved, and that these structures lead to different consequences for learning. The data illustrate the socially constructed nature of language brokering and the active participation of young children in constructing their roles, community, and learning in classrooms. Although language brokering can facilitate comprehension and participation among second-language learners, the paper suggests a cautionary note about the possible unintended consequences of language-brokering events for second-language learners.
ISSN:1523-5882
1523-5890
DOI:10.1080/15235880903372837