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SUMMARY:Examining child language brokering in schools: Developing guidance
  for good practice - Dr Sarah Crafter\, Institute of Education\, Universit
 y of London
DTSTART:20141124T170000Z
DTEND:20141124T183000Z
UID:TALK55087@talks.cam.ac.uk
CONTACT:Lucian Stephenson
DESCRIPTION:After migrating to a new country children often learn the loca
 l country language faster than their parents. Consequently\, increasing nu
 mbers of children and young people contribute to family life by interpreti
 ng and translating for family members and peers/friends. We describe this 
 activity as child language brokering (CLBs). One of the contexts in which 
 CLB frequently takes place is the school setting. Professionals\, like tea
 chers\, have an ambivalent attitude towards using children as language bro
 kers as few schools have access to professional interpreting facilities ac
 ross the range of home languages spoken by their parents\, and only limite
 d use can be made of bilingual teaching and support staff for interpreting
 . A review of the literature (Cline et al\, 2010) has highlighted the lack
  of studies in the UK that look at teachers’ professional perspectives o
 n these activities or of the views of students who had undertaken CLB whil
 e at school about their experiences in that setting. This presentation wil
 l report on a study supported by the Nuffield Foundation that collected da
 ta from teachers\, and young adults who acted as language brokers in schoo
 l as children (Ex-CLBs)\, to examine their perspectives and develop eviden
 ce-based guidance on this activity. After providing an overview of some of
  the findings\, the presentation will describe the evidence-based guidance
  for using CLBs in school settings born out of this research study.  \n\n*
 Bio*\n\nDr. Sarah Crafter is a Senior Research Officer in the Thomas Coram
  Research Unit at the Institute of Education\, University of London. Her b
 road areas of interest are around children and young people’s identity d
 evelopment and constructions of childhood in culturally diverse settings. 
 Her work is underpinned by sociocultural theorising. As well as studying i
 n the area of child language brokering\, her research has encompassed chil
 dren’s work\, young caring\, home-school mathematics and constructions o
 f children’s mental health spaces. \n
LOCATION: Faculty of Education\, 184 Hills Road\, Cambridge\, CB2 8PQ\, Ro
 om GS4
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