In recent decades, the increase in immigration has transformed social and educational dynamics, affecting linguistic interactions between students, families and schools. In this context, child language brokering (CLB) is a common phenomenon in immigrant families whose competence in the language of the administration, together with various cultural factors, is not sufficient to achieve effective communication.   

Child Language Brokering (CLB) refers to the ‘interpreting and translating activities carried out by bilingual children who linguistically and culturally mediate in formal and informal contexts and settings for their family and friends, as well as for members of the language community to which they belong’ (Antonini, 2015, p. 88). It is a phenomenon that has direct effects on young people's well-being (Shen et al., 2022), and has been analysed from many different perspectives, including the emotional and psychological consequences (Hooper, 2018; Weisskirsh, 2024) and the identity processes of these young people (Niehaus & Kumpiene, 2014), or how it affects family relationships (Lazarevic, 2017).  

More recent studies have also provided a better understanding of the contexts in which language brokering occurs and its relationship with situations of discrimination experienced by language brokers (Felkey & Graham, 2022; Kim et al., 2024). CLB is a complex and multidimensional phenomenon (Kam & Lazarevic, 2014) whose outcomes depend on the interrelationship between external factors (interpersonal relationships, acculturation processes, brokering contexts) and internal factors (frequency of brokering, brokering effectiveness, and positive or negative feelings about brokering, for example).   

Works and projects that explore the different aspects of the CLB phenomenon in the field of Education are still very limited. It is necessary to develop new actions that will serve to identify and transfer good practices related to CLB in the field of education for students, families, and educational centres themselves. So, the project aims to, in the first place, set up a strong and wide network on CLB in Southern European countries by engaging Higher Education Institutions, which will boost knowledge and will design and implement innovative resources and teaching methodologies to face the challenges posed by CLB in educational settings. In the second place, the project seeks to create Platform resources from which child language brokers, families, educators and educational policymakers, who might benefit. 

In here, the project’s first results are presented. They were designed to increase good practices in CBL in Southern European countries by designing innovative actions specifically addressing it in the field of education. The first result is a map of CLB in Education contexts in Southern European countries. This map includes a panoramic view of the different initiatives and resources used in the countries conforming the network. The analysis of these initiatives led to the identification of innovative practices, school initiatives and experimental methodologies about CBL in the field of Education. It also served as a driving force for the development of the research and teaching capacities of the institutions involved as well as other academic and non-academic beneficiaries and finally it fostered capacity building of the participating organizations transnationally in CBL in the field of Education. 

The methodology for this project will be divided into distinct phases, ensuring a systematic and culturally sensitive approach to developing resources and tools for CBL in the field of Education. This will involve collaboration across multiple HEIs internationally, utilizing research-based practices and the input of diverse stakeholders. Phase 1: Creation of an HEIs International Consortium These institutions will be selected based on their expertise in the fields of education, linguistics, and diversity, with a particular emphasis on multicultural and multilingual contexts. Each partner institution will contribute its specialized knowledge and perspectives to the consortium. To facilitate communication and collaboration, regular virtual meetings and workshops will be held. Phase 2: Creation of a Multilingual Research-Based Repository This repository will serve as a comprehensive resource for understanding the role of CBL in educational contexts. A systematic review of existing literature was undertaken to identify research gaps and relevant case studies from diverse cultural and linguistic settings. It incorporates findings from academic research, policy documents, and best practices. Phase 3: Development of Educational Resources and Best Practices Guide The project team developed new educational resources tailored to empowering CLB in educational settings, ensuring that the perspectives and needs of the involved communities are embedded in the resources. Also, a guide of best practices for supporting CBL, their families, and educators was produced. These best practices address challenges related to linguistic, ethnic, and cultural diversity and will focus on promoting inclusive educational environments. Phase 4: Creation of a Digital Platform (in progress) In the final phase, a multilingual and culturally sensitive digital platform will be developed to host the educational resources and best practices guides. This platform will be designed with accessibility in mind, ensuring that it can be used by educators, families, and child language brokers from various backgrounds and levels of technological proficiency. The platform will be interactive, allowing for updates and feedback from users, ensuring that it remains responsive to the evolving needs of the educational community. It will also provide tools for educators to share experiences and engage in discussions on how to support child language brokers effectively. The digital platform will be tested by a sample group of users to ensure its usability and effectiveness in a real-world context.

The project reunites four groundbreaking combined initiatives for analyzing the state of CLB in Southern European Countries and for exchanging best practices in CLB in educational contexts and for the creation of resources to deal with the challenges linked to this phenomenon. The creation of an international consortium of Higher Education Institutions (HEI) dedicated to Child Language Brokering (CBL) is both timely and essential. This HEI marks a significant step toward fostering collaboration in the field of Child Language Brokering (CBL) as it represents a transformative opportunity for the field of education. By pooling resources and expertise from various global partners, this consortium will facilitate the creation of a multilingual, research-based repository that highlights the unique role of CBL in educational settings. The development of new educational resources and best practices guides will empower child language brokers, families, and educators, promoting a more inclusive, culturally sensitive, and supportive environment. Ultimately, the establishment of a digital platform for sharing these resources will enable educators worldwide to better support the social, ethnic, linguistic, and cultural diversity within classrooms, ensuring all children’s language skills are seen as assets in the learning process.

Antonini, R. (2015). Child Language Brokering. In F. Pöchhacker (Ed.), Routledge Encyclopedia of Interpreting Studies (pp. 48-49). Routledge. Felkey, J., & Graham, S. (2022). Racial/ethnic discrimination, cultural mistrust, and psychological maladjustment among Asian American and Latino adolescent language brokers. Cultural Diversity and Ethnic Minority Psychology, 28(1), 125-131. https://doi.org/10.1037/cdp0000502 Hooper, L. M. (2018). Language brokering and mental health outcomes. Journal of Mental Health Counseling, 40(4), 286–301. https://doi.org/10.17744/mehc.40.4.01 Kam, J.A., & Lazarevic, V. (2014). The Stressful (and Not So Stressful) Nature of Language Brokering: Identifying When Brokering Functions as a Cultural Stressor for Latino Immigrant Children in Early Adolescence. Journal of Youth and Adolescence, 43(12), 1994-2011. https://doi.org/10.1007/s10964-013-0061-z Kim, S. Y., Yan, J., Wen, W., Song, J., Chen, S., Zhang, M., … Ip, K. I. (2024). Daily and ethnic discriminatory experiences and cognitive control in Mexican-origin bilingual language brokers. International Journal of Bilingual Education and Bilingualism, 27(7), 978–992. https://doi.org/10.1080/13670050.2024.2308663 Lazarevic, V. (2017). Effects of cultural brokering on individual wellbeing and family dynamics among immigrant youth. Journal of Adolescence, 55(1), 77-87. https://doi.org/10.1016/j.adolescence.2016.12.010 Niehaus, K., & Kumpiene, G. (2014). Language brokering and self-concept: An exploratory study of Latino students’ experiences in middle and high school. Hispanic Journal of Behavioral Sciences, 36(2), 124–143. https://doi.org/10.1177/0739986314524166 Shen, Y., Seo, E., Jiles, A. I., Zheng, Y., & Wang, Y. (2022). Language Brokering and Immigrant-Origin Youth’s Well-Being: A Meta-Analytic Review. American Psychologist, 77(8), 921-939. https://doi.org/10.1037/amp0001035 Weisskirch, R. S. (2024). Subjective experiences of language brokering among adolescents: Resilience, relationships, risky behaviors, and mental health outcomes. Cultural Diversity & Ethnic Minority Psychology. Advance online publication. https://doi.org/10.1037/cdp0000726