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Intercultural family-school cooperation and the dilemma of involving child language brokers versus professional interpreters.

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Title: Intercultural family-school cooperation and the dilemma of involving child language brokers versus professional interpreters.
Authors: Benediktsson, Artëm Ingmar (AUTHOR)
Source: Educational Review. Sep2025, Vol. 77 Issue 6, p1953-1970. 18p.
Subjects: PARENT-teacher cooperation, TEACHER education, CULTURAL relations, CRITICAL pedagogy, MEDICAL interpreters, ETHNOLINGUISTIC groups
Geographic Terms: DENMARK
Abstract: This study explores the complexities of intercultural family-school cooperation, particularly focusing on the dilemma of involving child language brokers versus professional interpreters in the context of compulsory schooling in Denmark, Iceland, and Norway. Utilising critical pedagogy as the theoretical framework, the study examines the experiences and perspectives of student teachers regarding cooperation with families who require language assistance. The data were collected via individual interviews with 36 student teachers. At the time of the study, they were enrolled in full-time teacher education programmes in their respective home countries and were in the final year of their educational journey. Drawing on their field experiences, the student teachers presented diverse scenarios in which they articulated a reasoned preference for involving either professional interpreters or child language brokers. As implications derived from the findings, it is evident that the involvement of professional interpreters and child language brokers in intercultural family-school cooperation necessitates a comprehensive evaluation by school personnel of the power dynamics, the emotional well-being of all parties involved, and the issues of confidentiality and professionalism. The study highlights the need for teacher education to address intercultural family-school cooperation holistically. It advocates for an enhanced focus on sustainable language support strategies, extending beyond reliance on interpreters or child language brokers. [ABSTRACT FROM AUTHOR]
Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Intercultural family-school cooperation and the dilemma of involving child language brokers versus professional interpreters.
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  Data: <searchLink fieldCode="DE" term="%22PARENT-teacher+cooperation%22">PARENT-teacher cooperation</searchLink><br /><searchLink fieldCode="DE" term="%22TEACHER+education%22">TEACHER education</searchLink><br /><searchLink fieldCode="DE" term="%22CULTURAL+relations%22">CULTURAL relations</searchLink><br /><searchLink fieldCode="DE" term="%22CRITICAL+pedagogy%22">CRITICAL pedagogy</searchLink><br /><searchLink fieldCode="DE" term="%22MEDICAL+interpreters%22">MEDICAL interpreters</searchLink><br /><searchLink fieldCode="DE" term="%22ETHNOLINGUISTIC+groups%22">ETHNOLINGUISTIC groups</searchLink>
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  Data: This study explores the complexities of intercultural family-school cooperation, particularly focusing on the dilemma of involving child language brokers versus professional interpreters in the context of compulsory schooling in Denmark, Iceland, and Norway. Utilising critical pedagogy as the theoretical framework, the study examines the experiences and perspectives of student teachers regarding cooperation with families who require language assistance. The data were collected via individual interviews with 36 student teachers. At the time of the study, they were enrolled in full-time teacher education programmes in their respective home countries and were in the final year of their educational journey. Drawing on their field experiences, the student teachers presented diverse scenarios in which they articulated a reasoned preference for involving either professional interpreters or child language brokers. As implications derived from the findings, it is evident that the involvement of professional interpreters and child language brokers in intercultural family-school cooperation necessitates a comprehensive evaluation by school personnel of the power dynamics, the emotional well-being of all parties involved, and the issues of confidentiality and professionalism. The study highlights the need for teacher education to address intercultural family-school cooperation holistically. It advocates for an enhanced focus on sustainable language support strategies, extending beyond reliance on interpreters or child language brokers. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Review is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00131911.2024.2379433
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        Text: English
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        StartPage: 1953
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              Text: Sep2025
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