Scoping Review of Child Language Brokering in Schools

• Diego Luiz Albuquerque ^[1]
  1. [1] Universitat Autònoma de Barcelona

     Universitat Autònoma de Barcelona

     Barcelona, España

     
• Localización: Bellaterra: journal of teaching and learning language and literature, ISSN-e 2013-6196, Vol. 18, Nº. 3, 2025
• Idioma: inglés
• DOI: 10.5565/rev/jtl3.1482
• Títulos paralelos:
  • Revisión exploratoria sobre el child language brokering en escuelas
• Enlaces
  • Texto completo
• Resumen
  • español

    Esta revisión exploratoria analiza la literatura sobre el child language brokering (CLB) en escuelas entre 1995 y 2024. El CLB ocurre cuando los jóvenes actúan como mediadores lingüísticos en contextos escolares cotidianos. Se incluyeron 57 estudios obtenidos mediante bases de datos y consultas a expertos. Los resultados muestran una evolución desde un enfoque en la comunicación escuela-familia hacia perspectivas más complejas sobre la agencia adolescente, la identidad y los roles de mediación. Persisten vacíos importantes sobre las interacciones entre iguales, las dinámicas informales escolares y el papel docente. También se detecta una escasa representación geográfica, especialmente en Asia, África y América Latina. La revisión subraya la necesidad de reconocer el CLB como un recurso educativo multilingüe y llama a investigar políticas escolares inclusivas, formación docente y tecnologías digitales para apoyar a los jóvenes mediadores.

  • English

    This scoping review explores research on child language brokering (CLB) in schools from 1995 to 2024. CLB refers to situations where young people translate or interpret in everyday school-related interactions. The review includes 57 studies identified through database searches and expert input. Findings show that CLB research has evolved from focusing on school–family communication to more nuanced insights into adolescent agency, identity, and mediation roles. However, important gaps remain, particularly in peer interactions, informal school dynamics, and how educators support CLB. There is also a lack of research from regions such as Asia, Africa, and Latin America. The review highlights the need to recognize CLB as a multilingual asset and recommends future work on inclusive school policies, teacher training, and digital tools to assist young brokers.

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