Scoping Review of Child Language Brokering in Schools
Abstract
This scoping review explores research on child language brokering (CLB) in schools from 1995 to 2024. CLB refers to situations where young people translate or interpret in everyday school-related interactions. The review includes 57 studies identified through database searches and expert input. Findings show that CLB research has evolved from focusing on school–family communication to more nuanced insights into adolescent agency, identity, and mediation roles. However, important gaps remain, particularly in peer interactions, informal school dynamics, and how educators support CLB. There is also a lack of research from regions such as Asia, Africa, and Latin America. The review highlights the need to recognize CLB as a multilingual asset and recommends future work on inclusive school policies, teacher training, and digital tools to assist young brokers.
Keywords
Child Language Brokering, Multilingual education, Linguistic mediation, School settings, Cultural mediationReferences
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