During graduate school and beyond, I worked with a team of researchers exploring the “language brokering,” or translating and interpreting, completed by youth from immigrant families. As of 2024, we have been exploring how to share the results of decades of work with educators and the public.
As part of this team, originally led by Marjorie Faulstich Orellana, I have explored:
- Whether active language brokering is related to children’s academic achievement and development from 1st to 5th grade (Dorner, et al., 2007)
- How language brokering qualitatively changes from early childhood to adolescence (Dorner, et al., 2008)
- The nature, tensions, and turning points of language brokering into “emerging adulthood” (Dorner, 2017)
- How language brokering is a type of civic engagement:
- Dorner, L., & Kim, S. (2024). Language brokering over time: A study of citizenship becomingthrough a transliteracies framework. Journal of Language, Identity, & Education, 23(3), 409-423. https://doi.org/10.1080/15348458.2024.2324270
- How language brokering and translanguaging happen in multilingual communities:
- Kim, S., Dorner L., & Song, K. (2021). Conceptualizing community translanguaging through a family literacy project. International Multilingual Research Journal, 15(4), 293-316. https://doi.org/10.1080/19313152.2021.1889112