ABSTRACT
The most commonly investigated mediating processes for the influence of language brokering were relational processes, followed by cultural processes. In immigrant families whose heritage language is different from the language spoken in the host country, children generally learn the new language at a much faster rate than their adult family members. Much of the extant knowledge about the effects of language brokering is on brokers’ socioemotional outcomes. Compared with the socioemotional outcomes of language brokering, much less is known about behavioral outcomes. Findings on the effects of language brokering characteristics on academic outcomes are more mixed, with both positive and negative outcomes observed. The effects of language brokering dimensions on cultural aspects of brokers’ well-being vary as well. In contrast, through problematic parent-child relationships, frequent language brokering seems to be indirectly related to poor socioemotional and relational adjustment. The majority of moderators fall under the domains of parenting practices or parent-child relationships.
