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Child Language Brokering in Context

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Sign Language Brokering in Deaf-Hearing Families

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Abstract

Chapter 2 frames this study of sign language brokering (SLB) by exploring the existing literature on child language brokering (CLB), drawing primarily on studies of CLB with migrant children internationally in order to situate this study of SLB in a broader context of understanding of intercultural mediation and to understand CLB as a conventional practice in bi- or multilingual families. After first defining what is meant by CLB, I discuss the institutional settings where CLB occurs with migrant families and then group the literature according to three main themes that correspond with the following data-based chapters. These themes include brokering as an asset, feelings about brokering and brokering as responsibility. The last section of this chapter focuses on SLB and a review of the few studies that have been conducted on this linguistic and social practice.

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Notes

  1. 1.

    The majority of the literature on CLB refers to immigrant families. When people move across national borders during their migration, they are often called immigrants from the perspective of the country that they enter. A critical aspect is that of choice, whether someone chooses to migrate for economic or social reasons (e.g. work or marriage) or if as a refugee they are forced from their homeland, or if they choose to migrate for a different kind of lifestyle. An immigrant can fit either of these categories. But I perceive the term immigrant as being more politically and ideologically loaded. For example, Afua Hirsch (2018) in writing about her experience as a mixed-race woman from Ghanaian descent living in Britain states that people who ‘leave their countries and move to the UK are not expatriates, they are “immigrants” ... [however] Europeans are expats because they can’t be at the same level as other ethnicities. They are superior.’ As such, I have chosen to refer to ‘migrant families’ as an overarching term in relation to the discussion of CLB.

  2. 2.

    As I noted in Chap. 1, I adopt the UK Government definitions whereby a young person is someone under the age of 18, and a child has not yet reached school leaving age, but that in this book, however, I use the terms child/young person and children/young people interchangeably.

  3. 3.

    For example, the UK Equality Act (2010), EU Directive on the right to interpretation and translation in criminal proceedings, UN Declaration on the Rights of Minorities.

  4. 4.

    See https://mobiledeaf.org.uk

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    Jemina Napier

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Napier, J. (2021). Child Language Brokering in Context. In: Sign Language Brokering in Deaf-Hearing Families. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-67140-2_2

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