ABSTRACT
In this fictional case study, a first-year teacher at a small Midwestern school, Ms. Newport, faces a dilemma: How should she conduct meetings with recent immigrant parents, especially those who speak languages less commonly spoken in her school community? At a recent parent–teacher conference, a fifth-grade student from Syria helps her to communicate with his father; he interprets most of their conversation. Ms. Newport later learns that her principal strongly disapproves of children interpreting and expects all teachers to use the school’s contracted translation/interpretation service when necessary. This chapter presents research about child “language brokers” who translate and interpret for their immigrant families and communities, examining the ethical, legal, and developmental issues of this dilemma.
