Abstract
Abstract This study explores the “who, what, where, and how” of language brokering as performed by young adults. Given that the backgrounds of child language brokers merge with the socialization processes that encompass early adulthood, their potentially unique experiences may reveal valuable information about language brokering that can contribute to the advancement of academic, professional, and educational endeavors. This study examines the ontological narratives of 21 college-age language brokers in the United States to illustrate if and how their insights expand the limits of traditional views of interpreter-mediated interaction (e.g., in terms of settings, communication channels, degree of active participation).
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