Language brokering in linguistic minority communities: The case of Chinese- and Vietnamese-American students

Bilingual Research Journal, Summer 1996 by Lucy Tse

Second, brokers appear to be acquiring English with speed and efficiency, though their true levels of proficiency may not be accurately assessed by using psychometric tests and other assessment tools that are decontextualized or inauthentic. Situated and authentic tasks like those involved in real-life language brokering may yield more accurate reflections of students' true ability. Finding authentic and accurate measures are necessary to provide students with the appropriate educational assistance.

Finally, students who are called upon to convey information and concepts in a variety of situations gain linguistic, cultural, and world knowledge that teachers may be able to incorporate into learning experiences for all students. These uniquely well-informed students may also be rich sources of insight for educators interested in establishing and improving home-school relations.

As the number of LM students continues to grow in the United States, discovering and understanding the complex factors that affect and determine their educational experiences are crucial for their ultimate success. By getting clearer understandings of these experiences, educators will be better equipped to make the most beneficial pedagogical and policy decisions for LM students.

Author's Note

I want to thank Tonson Man for his assistance in administering the broker survey. I would also like to thank Jeff McQuillan, Steve Krashen, and Robert Rueda for their helpful comments on this article.

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