ABSTRACT
Language brokering refers to interpretation and translation between linguistically and culturally different parties. Unlike formal interpreters and translators, however, language brokers influence the messages they convey and may act as a decision maker for one or both parties. This article examines the prevalence of brokering among Latino high school students born abroad and in the United States, and its relationship to brokers’ language development and school performance. Survey responses revealed that all subjects brokered regardless of length of residence in the U.S. and the availability of other brokers. Many subjects who reported relatively low school achievement also noted translating a variety of linguistically sophisticated documents. The implications for language acquisition, school assessment, and home-school communication are discussed.
