Su Yeong Kim on Discrimination, Language Brokering Efficacy, and Academic Competence Among Adolescent Language Brokers

The Correlation between Families and Confidence in Adolescents

Children raised in many immigrant families are raised to live in two worlds. They use their heritage language at home. They speak English in school. This is not only a linguistic bilingual experience. It is often associated with the practice of responsibility in adulthood.

Language brokering is one of the widespread tasks. Teenagers are commonly used to translate documents, discussions, and official messages of their parents. They are cultural and language intermediaries between their families and American society.

Meanwhile, these teenagers do not lack social problems. Some of them are subjected to racial and ethnic discrimination within academies and neighborhoods as well as in everyday life. Such experiences of prejudice cause stress that may influence their self-esteem, motivation and school performance.

One of the most recent studies conducted by Shanting Chena, Yang Houb, Aprile Benner, Su Yeong Kim that have been published in the Journal of Adolescence (2020) examined this critical intersection. The study examined the interplay of discrimination with the confidence adolescents have in being able to broker language and the interaction of these two factors on their academic outcomes among the Mexican-origin youth.

Why Transition Roles Matter for Teens from Migrant Families: Insights from Su Yeong Kim

The language brokering characterizes most of the immigrant families. Among Mexican-origin families, especially, the adolescents at times start brokering at middle school or even earlier. This position is not that of translating casually. Adolescents interpret medical advice during doctor visits. They elaborate school homework or report cards to their parents. They help in job applications or in legal papers. And these are not light and easy tasks.

Such roles may have various impacts on development. On the one hand, there is a chance that adolescents will have confidence, problem-solving abilities, and cultural pride. Conversely, the task may seem daunting. It might expose them to adult stressful conditions to which they are not well prepared. One of the elements of this process is language brokering efficacy. This is the concept of the adolescent that he/she has the capacity to be a translator. The high efficacy can imply that youth view brokering as an enabling challenge. A low efficacy, though, may make any translation seem like a source of stress and possible failure.

Discrimination, Translation, and Teen Resilience: Key Takeaways

The peer-study revealed a number of valuable insights into the interaction of discrimination and language brokering efficacy:

1. Discrimination undermines academic outcomes: Teenagers who were subjected to discrimination on a regular basis found it more difficult at school. They performed poorly, had poorer engagement, and lacked confidence in their skills.

2. Psychological stress reduces focus and learning: Bias experiences were emotional loads. Most teenagers believed they were underrated, hence they adapted worse in classes.

3. Trust in translation prowess is a sort of a shield: Teens who perceived themselves as able to be language brokers continued to be motivated and held on to their capabilities when confronting discrimination.

4. Strong efficacy supports resilience and achievement: Language brokers who were confidently self-identified as such performed well in their academic performance and were found to be more resilient to stress.

5. Discrimination is aggravated by low efficacy: The least confident adolescents were the most affected in terms of having less brokering skills. They suffered major losses in performance in schools as well as self-esteem.

Family and Cultural Contexts as Shaping Forces

Language brokering cannot be considered a one-person undertaking. It is encroached in family and cultural systems.

Brokering is connected with the sense of responsibility to the family which many adolescents feel. Translating is not optional. And it belongs to their obligation to their parents who are dependent on them. This feeling of responsibility may be a driving force to persevere and to be determined in school because success in education is in most cases thought of as a means of repaying family.

The culture is also enhanced through brokering. The language broker adolescents can be proud of their bilingual skills and as cultural bridges. This pride has the ability to boost self esteem and become more resilient against external pressures.

Meanwhile, language brokering may subject adolescents to emotional heavy situational experiences. They might be required to report unpleasant news in schools to parents or interpret confidential financial data. These roles may bring stress that is out of the normal adolescence level.

When this pressure is compounded with the pressure of discrimination, the pressure is intense. Other teenagers have what the researchers term as double stress. Yet even here, efficacy matters. Language brokers who are confident view these as challenges that can be handled. Often they are construed as failures by those who are less confident.

How Families and Schools Can Support Adolescent Language Brokers

Language Brokering as a Form of Developmental Skill: It is not just a weight put on teenagers. Translating assists young people to develop bilingual fluency, communication and cultural awareness. The competencies are useful at both school and work.

Enhancing Language Brokering Efficacy by the Actions of Parents and Teachers: Motivating teenagers to keep trying and praising them when they do well, motivating them to use their skills, and recognizing the importance of their efforts develops confidence. A self-assured adolescent will be better able to confront discrimination.

Dealing with Discrimination in Schools: Inclusive, equitable, and respectful programs would lessen the psychological impact of bias. A more conducive and safer environment enables the adolescents to concentrate on learning and development.

The importance of Culturally Responsive Support Systems: Bilingualism and heritage identity validation programs make adolescents proud of how they work as brokers. The resiliency of the youth increases when they feel important in culture as well as schooling environments.

Moving Forward: Turning Translation into Empowerment

This study reinvents the conceptualization of adolescent language brokers. They are not merely children bearing unreasonable burdens. They are confident cultural navigators and their confidence is the source of their resiliency.

Language brokering can be used as empowerment when adolescents feel that they have the ability as translators. It helps to embrace academic competence, enhances cultural identity, and strengthens the family ties.

Brokering, without confidence, on the other hand, can become a failure. These risks are augmented by discrimination in addition to the threats to academic and emotional well-being.

To immigrant families and teachers, the point is straightforward. Helping the adolescents as language brokers will also help them to grow as strong and competent individuals. We make them realize that they have a role to play, we make them confident and we minimize the discrimination they experience and we make translation their way to success.

Read the full research:

This summary is based on the peer-reviewed article: Discrimination, Language Brokering Efficacy, and Academic Competence Among Adolescent Language Brokers

For more resources visit: suyeongkim.com | suyeongkimresearch.com