Language Brokering Over Time: A Study of Citizenship Becoming Through a Transliteracies Framework

References

• Alba, R. (2005). Bright vs. blurred boundaries: Second-generation assimilation and exclusion in France, Germany, and the United States. Ethnic and Racial Studies, 28(1), 20–49. https://doi.org/10.1080/0141987042000280003
   Web of Science ®Google Scholar
• Bauer, E. (2010). Language brokering: Practicing active citizenship. mediAzioni, 10, 125–146. http://mediazioni.sitlec.unibo.it
   Google Scholar
• Bhabha, H. (1994). The location of culture. Routledge.
   Google Scholar
• Charmaz, K. (2010). Grounded theory: Objectivist and constructivist methods. In W. Luttrell (Ed.), Qualitative educational research: Readings in reflexive methodology and transformative practice (pp. 183–207). Routledge.
   Google Scholar
• Cline, T., Crafter, S., O’Dell, L., & de Abreu, G. (2011). Young people’s representations of language brokering. Journal of Multilingual and Multicultural Development, 32(3), 207–220. https://doi.org/10.1080/01434632.2011.558901
   Web of Science ®Google Scholar
• Crafter, S., & Iqbal, H. (2021). Child language brokering as a family care practice: Reframing the ‘parentified child’ debate. Children & Society, 36(3), 1–15. https://doi.org/10.1111/chso.12485
   Web of Science ®Google Scholar
• Dorner, L. (2017). Turning points and tensions: Emerging adulthood for language brokers. In R. S. Weisskirch (Ed.), Language brokering in immigrant families: Theories and contexts (pp. 270–293). Routledge.
   Google Scholar
• Dorner, L., Orellana, M. F., & Jiménez, R. (2008). “It’s one of those things that you do to help the family:” Language brokering and the development of immigrant adolescents. Journal of Adolescent Research, 23(5), 515–543. https://doi.org/10.1177/0743558408317563
   Web of Science ®Google Scholar
• Flores, N. (2014). Let’s not forget that translanguaging is a political act. https://educationallinguist.wordpress.com/2014/07/19/lets-not-forget-that-translanguaging-is-a-political-act/
   Google Scholar
• Gallo, S., & Link, H. (2015). “Diles la verdad”: Deportation policies, politicized funds of knowledge, and schooling in middle childhood. Harvard Educational Review, 85(3), 357–382. https://doi.org/10.17763/0017-8055.85.3.357
   Web of Science ®Google Scholar
• García, O., & Li, W. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
   Google Scholar
• Gort, M. (2015). Transforming literacy learning and teaching through translanguaging and other typical practices associated with “doing being bilingual. International Multilingual Research Journal, 9(1), 1–6. https://doi.org/10.1080/19313152.2014.988030
   Web of Science ®Google Scholar
• Guan, S.-S. A., Greenfield, P. M., & Orellana, M. F. (2014). Translating into understanding: Language brokering and prosocial development in emerging adults from immigrant families. Journal of Adolescent Research, 29(3), 331–355. https://doi.org/10.1177/0743558413520223
   Web of Science ®Google Scholar
• Guan, S.-S. A., Nash, A., & Orellana, M. F. (2015). Cultural and social processes of language brokering among Arab, Asian, and Latin immigrants. Journal of Multilingual and Multicultural Development, 37(2), 150–166. https://doi.org/10.1080/01434632.2015.1044997
   Web of Science ®Google Scholar
• Guerra, J. C. (2007). Out of the valley: Transcultural repositioning as a rhetorical practice in ethnographic research and other aspects of everyday life. In C. Lewis, P. Enciso, & E. B. Moje (Eds.), Reframing sociocultural research on literacy: Identity, agency, and power (pp. 137–162). Erlbaum.
   Google Scholar
• Gustafsson, K., Norström, E., & Höglund, P. (2019). Language interpreting and brokering in Swedish public service institutions: The use of children for multilingual communication. Revista de Llenguia I Dret (Journal of Language and Law), 71(June), 13–26. https://doi.org/10.2436/rld.i71.2019.3260
   Google Scholar
• Hawkins, M. R., & Mori, J. (2018). Considering ‘trans-’ perspectives in language theories and practices. Applied Linguistics, 39(1), 1–8. https://doi.org/10.1093/applin/amx056
   Web of Science ®Google Scholar
• Jaspars, J. (2018). The transformative limits of translanguaging. Language and Communication, 58, 1–10. https://doi.org/10.1016/j.langcom.2017.12.001
   Web of Science ®Google Scholar
• Kim, S. (2018). Migrant youth identity work in transnational mediascape: A case study of what it means to be Korean for migrant adolescents. Journal of Asian Pacific Communication, 28(2), 281–302. https://doi.org/10.1075/japc.00013.kim
   Google Scholar
• Kim, S. (2021). An autoethnography of trans-perspective development through translanguaging research and practice. In R. Jain, B. Yazan, & S. Canagarajah (Eds.), Transnational identities, pedagogies, and practice in English language teaching: Critical inquiries from diverse practitioners (pp. 127–144). Multilingual Matters.
   Google Scholar
• Kosner, A., Roer-Strier, D., & Kurman, J. (2014). Changing familial roles for immigrant adolescents from the former Soviet Union to Israel. Journal of Adolescent Research, 29(3), 356–379. https://doi.org/10.1177/0743558413508202
   Web of Science ®Google Scholar
• Kwon, H. (2015). Intersectionality in interaction: Immigrant youth doing American from an outsider-within position. Social Problems, 62(4), 623–641. https://doi.org/10.1093/socpro/spv019
   Web of Science ®Google Scholar
• Levitt, P., & Glick Schiller, N. (2004). Conceptualizing simultaneity: A transnational social field perspective on society. The International Migration Review, 38(3), 1002–1039. https://doi.org/10.1111/j.1747-7379.2004.tb00227.x
   Web of Science ®Google Scholar
• Li, W., & García, O. (2017). From researching translanguaging to translanguaging research. In K. King, Y. Lai, & S. May (Eds.), Research methods in language and education (pp. 227-240). Springer. https://doi.org/10.1007/978-3-319-02329-8_16-1; https://link.springer.com/referencework/10.1007/978-3-319-02249-9
   Google Scholar
• McAdams, D. P. (1995). The Life story interview. Retrieved January 9, from http://www.sesp.northwestern.edu/foley/instruments/interview/
   Google Scholar
• Mignolo, W. D. (2000/2012). Local histories/global designs: Coloniality, subaltern knowledges, and border thinking. Princeton University Press.
   Google Scholar
• New London Group. (1996). A pedagogy of multiliteracies: Designing social futures. Harvard Educational Review, 66(10), 60–92. https://doi.org/10.17763/haer.66.1.17370n67v22j160u
   Google Scholar
• Nuñez, I., & Urrieta, L. (2021). Transfronterizo children’s literacies of surveillance and the cultural production of border crossing identities on the U.S.–Mexico border. Anthropology and Education Quarterly, 52(1), 21–41. https://doi.org/10.1111/aeq.12360
   Web of Science ®Google Scholar
• Orellana, M. F. (2007). Moving words and moving worlds: The challenges of being “in the middle. In C. Lewis, P. Enciso, & E. Moje (Eds.), Reframing sociocultural research on literacy: Identity, agency, and power (pp. 123–136). Lawrence Erlbaum.
   Google Scholar
• Orellana, M. F. (2009). Translating childhoods: Immigrant youth, language and culture. Rutgers University Press.
   Google Scholar
• Orellana, M. F. (2017a). Dialoguing across differences: The past and future of language brokering research. In R. Antonini, L. Cirillo, L. Rossato, & I. Torresi (Eds.), Non-professional interpreting and translation: State of the art and future of an emerging field of research (pp. 65–80). John Benjamins Publishing Company.
   Google Scholar
• Orellana, M. F. (2017b). Solidarity, transculturality, educational anthropology, and (the modest goal of) transforming the world. Anthropology and Education Quarterly, 48(3), 210–220. https://doi.org/10.1111/aeq.12207
   Web of Science ®Google Scholar
• Orellana, M. F., Dorner, L., & Pulido, L. (2003). Accessing assets: Immigrant youth’s work as family translators or “para-phrasers. Social Problems, 50(4), 505–524. https://doi.org/10.1525/sp.2003.50.4.505
   Web of Science ®Google Scholar
• Orellana, M. F., & Guan, S.-S. A. (2015). Immigrant family settlement processes and the work of child language brokers: Implications for child development. In C. Suárez-Orozco, M. M. Abo-Zena, & A. K. Marks (Eds.), Transitions: The development of children of immigrants (pp. 184–200). New York University Press.
   Google Scholar
• Orellana, M. F., & Phoenix, A. (2016). Re-interpreting: Narratives of childhood language brokering over time. Childhood-A Global Journal of Child Research, 24(2), 1–14. https://doi.org/10.1177/0907568216671178
   Web of Science ®Google Scholar
• Pennycook, A. (2017). Translanguaging and semiotic assemblages. International Journal of Multilingualism, 14(3), 1–14. https://doi.org/10.1080/14790718.2017.1315810
   Web of Science ®Google Scholar
• Phoenix, A., & Orellana, M. F. (2021). Adult narratives of childhood language brokering: Learning what it means to be bilingual. Children & Society, 36(3), 1–14. https://doi.org/10.1111/chso.12462
   Web of Science ®Google Scholar
• Pratt, M. L. (1991). Arts of the contact zone. Profession. 33–40. http://www.jstor.org/stable/25595469
   Google Scholar
• Romero, L. C. (2020, April 27). Activism leads, the law follows: DACA and its fate at the supreme court. Retrieved September 15, from https://www.americanbar.org/groups/crsj/publications/human_rights_magazine_home/immigration/activism-leads-the-law-follows/
   Google Scholar
• Sassen, S. (2002). The repositioning of citizenship: Emergent subjects and spaces for politics. Berkeley Journal of Sociology, 46, 4–25. https://www.jstor.org/stable/41035566
   Google Scholar
• Smith, A., Stornaiuolo, A., & Phillips, N. C. (2018). Multiplicities in motion: A turn to transliteracies. Theory into Practice, 57(1), 20–28. https://doi.org/10.1080/00405841.2017.1390334
   Web of Science ®Google Scholar
• Spradley, J. P. (1980). Participant observation. Harcourt Brace College Publishers.
   Google Scholar
• Stornaiuolo, A., Smith, A., & Phillips, N. C. (2017). Developing a transliteracies framework for a connected world. Journal of Literacy Research, 49(1), 68–91. https://doi.org/10.1177/1086296X16683419
   Web of Science ®Google Scholar
• Sundstrom, R. (2008). The browning of America and the evasion of social justice. SUNY Press.
   Google Scholar
• Torney-Purta, J., & Lopez, S. V. (2006). Developing citizenship competencies from kindergarten through grade 12: A background paper for policymakers and educators. https://files.eric.ed.gov/fulltext/ED493710.pdf
   Google Scholar