Language Brokering and Self-Concept

Abstract

This exploratory study examined the relationships among individual characteristics, language brokering experiences and attitudes, and multiple dimensions of self-concept among a sample of Latino adolescents. The sample was comprised of 66 Latino students in 6th through 11th grades who were proficient in both Spanish and English. Results from regression analyses and correlational analyses showed that language brokering frequency was negatively associated with academic self-concept and perceived popularity at school, language brokering difficulty was a positive predictor of academic self-concept, and language brokering attitudes were positively related to academic self-concept, perceived popularity with peers, and confidence in one’s physical appearance. Students who were first-generation immigrants not only reported brokering more frequently, brokering in more difficult situations, and feeling more positive about language brokering, but also reported lower emotional well-being as compared to students born in the United States. Implications of the findings and directions for future research are discussed.