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 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
- 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.
- 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