Language brokering among Latino middle school students : relations with academic achievement, self-efficacy, and acculturative stress

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Title: Language brokering among Latino middle school students : relations with academic achievement, self-efficacy, and acculturative stress
Author: Tedford, Sara Louise
Abstract: Child language brokers frequently translate in adult -level situations . Research has suggested that through translating , brokers may develop advanced language , cognitive , and social skills (De Ment , Buriel , and Villanueva , 2005 ; McQuillan and Tse , 1995 ) , and these may lead to greater academic achievement and self -efficacy (Buriel , Perez , De Ment , Chavez ,and Moran , 1998 ) . Additionally , language brokers have been found to increase in biculturalism as they translate for people of different cultures (Acoach and Webb , 2004 ; Buriel et al . , 1998 ) . Brokers might experience reduced acculturative stress , for which biculturalism has been found to be a protective factor (Bacallao and Smokowski , 2005 ) . Despite its possible benefits , brokering has been associated with negative emotions and behavioral problems for some children (Chao , 2006 ; Weisskirch and Alva , 2002 ) . The mixed results of language brokering studies may partially be related to the age of participants , with translating appearing to be a more positive experience for older adolescents (Orellana and Reynolds , 2008 ) . The purpose of this study was to test relations among language brokering , academic achievement , academic self -efficacy , social self -efficacy , and acculturative stress . I proposed and tested if language brokering was associated with more positive outcomes . In addition , I tested if older brokers had more positive outcomes than younger brokers . Participants included 207 Latino middle school students , aged 10 to 14 years , who completed self -report surveys . Measures included a background demographics questionnaire and scales for language brokering , academic self -efficacy , social self -efficacy , and acculturative stress . Achievement was measured with grades from school records . Results were non -significant for the relation of language brokering with achievement and social self -efficacy when controlling for other predictor variables . In contrast to expectations , translating for more people was associated with decreased academic self -efficacy and greater acculturative stress . Further analysis revealed that language brokering for parents and grandparents was associated with greater acculturative stress , while translating for other people was not . Although translating was associated with more acculturative stress , and older children reported less acculturative stress , age was not found to moderate the relation of language brokering and acculturative stress . Limitations , implications , and suggestions for future directions in language brokering research and clinical work are presented .
URI: http : / /hdl .handle .net /2152 /ETD -UT -2010 -05 -1084
Date: 2010-10-05

Citation

Language brokering among Latino middle school students : relations with academic achievement, self-efficacy, and acculturative stress. Doctoral dissertation, University of Texas at Austin. Available electronically from http : / /hdl .handle .net /2152 /ETD -UT -2010 -05 -1084 .

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