1,720,970 research outputs found
Migrant children on stage: their role as bilingual brokers
No full textChildren and adolescents from immigrant families often mediate and translate for their parents and other family members who are not as proficient in the local language, a practice known as Child Language Brokering (CLB). CLB is a multi-faceted activity and may represent a source of power and agency for the children who perform it.
This book sets out to explore how CLB is performed by bilingual migrant children and their interactional contribution within the interaction they broker. Real-life interactions were audio-recorded in order to study how child language brokers co-construct meaning and participate in the communication they broker.
The findings suggest that relying on authentic naturally occurring data to investigate such a complex phenomenon is a valuable approach. They also highlight the interactional agency and the active role of child language brokers, who are agentic and empowered participant in the conversation they broker
Bambini mediatori delle conoscenze. Una dinamica evolutiva?
Full text linkLa cospicua presenza di minori di origine straniera in Italia è un dato oramai consolidato da una decina di anni. Grazie al processo di scolarizzazione, essi apprendono la lingua italiana e familiarizzano con le pratiche culturali del nostro Paese molto più rapidamente rispetto ai propri genitori e per questo motivo contribuiscono al processo di integrazione dell’intera famiglia fungendo da mediatori linguistici e culturali per coloro che ancora non parlano italiano. Queste pratiche di mediazione linguistico culturale ad opera di minori stranieri vengono definite dalla letteratura internazionale Child Language Brokering (CLB) e non solo sono svolte a favore della famiglia, ma anche per facilitare l’inserimento di compagni stranieri neo-arrivati appartenenti alla loro stessa comunità linguistica d’origine. L’obiettivo di questo articolo è quello di fornire una descrizione del fenomeno di Child Language Brokering nell’ottica della dinamica evolutiva delle conoscenze. Dopo aver presentato in dettaglio la pratica della mediazione linguistico culturale ad opera di minori bilingui e averne esposto le caratteristiche principali, il presente studio mostrerà il contributo dell’attività accademica svolta in Italia fino ad ora su questo argomento e si concentrerà sulla proposta di attività che possano mettere in valore il contributo prezioso che i minori stranieri apportano sia per l’integrazione della propria famiglia in Italia sia per l’inserimento nel mondo della scuola di coetanei neoarrivati appartenenti alla loro comunità linguistica
Children’s involvement in interpreter-mediated parent–teacher conferences
No full textThis paper examines a corpus of audio-recorded, interpreter-mediated, Parent–Teacher Conferences (PTCs) with migrant families and children in primary schools in the provinces of Modena and Reggio-Emilia, Italy. The aim is to investigate how verbal communication develops when children are present during these meetings, namely whether and how children are involved and/or invited to speak, and how the other parties orient themselves to children’s participation. The analysis will focus on (a) the interactional moves that enable and trigger children’s participation, (b) children’s reactions after being involved in the interaction, and (c) the adults’ reactions to children’s participation. The results will show that children’s verbal participation during PTCs is very limited and is not actively promoted by the other participants. On the few occasions when children do take the floor, it is because they are invited to speak by the mediators. However, on these few occasions, the interactional strategies used by the mediators to trigger children’s participation are not effective enough to promote the full exercise of children’s agency
Migrant children's epistemic authority in paediatric consultations
No full textGiving patients a voice in medical consultations and encouraging patient-centered communication are essential to improving the effectiveness and appropriateness of medical treatments. However, this is often difficult to achieve when patients are children, as paediatricians prefer to interact with parents and need parental consent. Drawing on a corpus of 12 authentic interactions recorded in an Italian diabetes outpatient clinic, this paper investigates the ways in which migrant children exercise agency and how this can be supported by paediatric diabetologists and sometimes by their parents. Adopting a discourse analysis approach, the paper identifies two ways in which children assert their agency by displaying epistemic authority, namely (1) by taking initiatives to trigger talk, and (2) by accepting the floor from other participants. Children's initiatives are produced that provide information, ask questions and sometimes contradict adults' utterances. Paediatricians usually support children's exercise of agency in such cases. Children's agency can also be promoted when children do not take the floor spontaneously but are encouraged to speak by pediatricians, who invite them to elaborate on their answers by using minimal positive feedback, by asking questions and by formulating and encouraging children's answers. The findings also show how parents' competition to take or hold the floor can hamper children's agency
The impact of the Covid-19 pandemic on Italian mediation services: a focus on mediators’ perceptions in Emilia-Romagna
Full text linkSharing the same physical and visual space with the other two participants in the interaction has traditionally been a standard working condition for Italian “mediators” – a profession that entails community interpreting, interlanguage and intercultural communication, and facilitating migrants’ access to public services. This, however, was clearly impossible during the Covid-19 pandemic, when mediators worked mostly remotely. In order to investigate the impact of Covid-19 and Covid-19-related measures on the profession, an online survey was conducted with mediators working in the Emilia-Romagna region about the perceptions of their work during the pandemic. Respondents reported that during the Covid-19 pandemic mediation became more difficult and stressful than in pre-Covid-19 times. A thematic analysis of responses revealed that the main reasons for this were connected with remote mediation, especially with the lack of non-verbal contact that hindered empathy and limited mediators’ agency
Public service interpreting in Italy and child language brokering: two sides of the same coin
Full text linkThis paper will provide an introductory overview of Public Service Interpreting (PSI) in Italy, followed by a review of the literature on non-professional interpreting in PSI with a specific focus on Child Language Brokering (CLB) in the educational setting. We will then illustrate and discuss the results of a research that used a methodology that is new to CLB studies in Italy, namely the use of narrative vignette interviews. A vignette provides a story-telling trigger that allows the respondents to reflect on what happens in the story and is a valid method for eliciting complex and sensitive accounts of CLB in our case. The results of the analysis of the narratives created with the aid of this methodology brought to the fore new aspects of the practice of CLB in the public service setting in general and in the educational setting in particular
Valorizzare i giovani traduttori. Manuale delle attività di repilot
Full text linkIl manuale è una guida di facile lettura che può essere utilizzata da insegnanti, educatori, genitori e studenti per pianificare e realizzare attività di co-creazione. Contiene una raccolta di attività e risorse di apprendimento co-create che sono state realizzate in Italia con l'obiettivo di sviluppare risorse per promuovere il benessere sociale, culturale ed emotivo dei giovani traduttori, di considerare la mediazione come una pratica di cura e di accrescere la consapevolezza del valore del multilinguismo e delle pratiche dei giovani traduttori. Il manuale fornisce una panoramica dettagliata di tutte le attività, permettendovi di replicarle e valutarle con i vostri studenti
Child Language Brokering: la percezione degli studenti di origine straniera e dei rispettivi insegnanti
No full textIn the last decades Italy has been undergoing large migratory waves and Italian schools have been reporting the highest numbers of multilingual students coming from immigrant families and speaking minority languages. These multilingual immigrant students may be asked to act as translators or mediators for their peers or family members who do not speak Italian fluently, thus contributing to the practice defined as Child Language Brokering (CLB). This paper will present the results of a research carried out during the school year 2014-15 in the province of Ravenna, among 27 teachers and 126 immigrant students attending four junior high schools. The aim of the study is to analyse by means of structured questionnaires whether multilingualism matches with language brokering experiences or not, to examine teachers’ opinions about this activity and the perspectives of those students who reported having acted as translators using their linguistic knowledge to help people understand each other
Communication in child language brokering:Role expectation and role performance
Full text linkChild Language Brokering (CLB) refers to the mediation and translation activities performed by bi/multilingual children and adolescents for their peers, family members, and/or other people belonging to their linguistic community who may not be proficient enough to communicate in the soci- etal language. Since child language brokers engage in interpreted commu- nicative events and implement communicative strategies, one interesting but also controversial area of CLB is the communicative role children play and the expectations of other parties about that role. In this paper we exam- ine frequent communication strategies implemented by a child language broker and study if/how they meet the other parties’ expectations. Specifi- cally, two child language brokering strategies are examined: replacement of a monolingual interlocutor and summarizing of the monolingual interlocu- tors’ statements. We also discuss child language brokers’ roles and their alignment with adults’ expectations, an innovative focus that merits deeper discussion
Pluriverso di genere percorsi di educazione alle differenze realizzati da: Associazione Femminile Maschile e Plurale, APS di Ravenna nelle edizioni di conCittadini 2018/2019 e 2019/2020 / a cura di Federica Ceccoli
No full text“PLURIVERSO DI GENERE”
Percorsi di educazione alle differenze realizzati da
Associazione Femminile Maschile Plurale - APS di Ravenna
Nelle edizioni di conCittadini 2018/2019 e 2019/202
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