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Multicultural Perspectives Volume 13, 2011 - Issue 3
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PART III: CREATING MULTICULTURAL CLASSROOMS

Facilitating Intercultural Communication in Parent–Teacher Conferences: Lessons From Child Translators

Inmaculada M. García–Sánchez Temple University
,
Marjorie Faulstich Orellana University of California, Los Angeles
&
Megan Hopkins Northwestern University
Pages 148-154 | Published online: 04 Aug 2011

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Samuel David. (2012) Translating Childhoods: Immigrant Youth, Language and Culture, by Marjorie Faulstich Orellana. Bilingual Research Journal 35:2, pages 239-242.
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Articles from other publishers (17)

Nadja Thoma & Anna-Katharina Draxl. (2022) Transforming language brokering policies at school: Learning from students with transnational biographies. European Educational Research Journal 22:4, pages 463-481.
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Christopher Merideth, Beth Cavanaugh, Sue Romas, Nicole Ralston, Eva Arias, Beth Tarasawa & Jacqueline Waggoner. (2021) Family Perceptions of Participating in a Structured Summer Kindergarten Transition Program. Early Childhood Education Journal 50:8, pages 1383-1394.
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Judy Paulick, Natalia Palacios & Amanda Kibler. 2022. Research Anthology on Balancing Family-Teacher Partnerships for Student Success. Research Anthology on Balancing Family-Teacher Partnerships for Student Success 308 326 .
Nadya El Jouhri, Sara Bagur-Pons, Sebastià Verger-Gelabert & María Rosa Rosselló-Ramón. (2022) El alumnado inmigrante y la mediación lingüística infantojuvenil. Magis, Revista Internacional de Investigación en Educación 15, pages 1-25.
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Rebecca Campbell-Montalvo, Oxana Sidorova, Miriam Valdovinos, Xiaomei Cong & Ruth Lucas. (2022) Health Care Access Brokerage by School Employees for Immigrant Mexican and Indigenous Guatemalan Farmworking Families in a Connecticut Elementary School. AERA Open 8, pages 233285842110680.
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Inmaculada M. García-Sánchez & Marjorie Faulstich Orellana. 2022. Interculturality in Institutions. Interculturality in Institutions 295 311 .
Roselia Mendez Murillo & Jennifer A. Kam. (2021) Spanish-speaking family members and non-Spanish speakers’ supportive and unsupportive communication for Latina/o/x language brokers. Journal of Social and Personal Relationships 38:11, pages 3387-3413.
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Judy Paulick, Natalia Palacios & Amanda Kibler. 2021. Supporting Children’s Well-Being During Early Childhood Transition to School. Supporting Children’s Well-Being During Early Childhood Transition to School 303 321 .
Inmaculada M. García-Sánchez. (2018) Children as Interactional Brokers of Care. Annual Review of Anthropology 47:1, pages 167-184.
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Marjorie Faulstich Orellana. 2017. Non-professional Interpreting and Translation. Non-professional Interpreting and Translation 65 80 .
S. Kathleen Krach, Michael P. McCreery & Jessika Guerard. (2016) Cultural-linguistic test adaptations: Guidelines for selection, alteration, use, and review. School Psychology International 38:1, pages 3-21.
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Haruko M. Cook & Matthew Burdelski. 2017. The Palgrave Handbook of Linguistic (Im)politeness. The Palgrave Handbook of Linguistic (Im)politeness 461 488 .
Dong-shin Shin & Wendy Seger. (2016) Web 2.0 Technologies and Parent Involvement of ELL Students: An Ecological Perspective. The Urban Review 48:2, pages 311-332.
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Jennifer F. Reynolds, Marjorie Faulstich Orellana & Inmaculada García-Sánchez. (2015) In the service of surveillance: Immigrant child language brokers in parent-teacher conferences. Langage et société N° 153:3, pages 91-108.
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Magid Al-Araki. (2015) Models of Intercultural Communication. SAGE Open 5:2, pages 215824401557779.
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. 2014. Language and Muslim Immigrant Childhoods. Language and Muslim Immigrant Childhoods 311 348 .
Steven P. Black. (2013) Linguistic Anthropology in 2012: Language Matter(s). American Anthropologist 115:2, pages 273-285.
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