The use of two or more languages on screen and on the printed page implies that, from a narrative and communicative standpoint and in order to allow the viewers/readers to partake in what is said, the characters/interlocutors must find a means to communicate with one another. In both fictional and real interactions understanding is facilitated either by a professional or untrained interpreter who speaks the language(s) used in the film, novel or TV program. In some of these television, literary and screen products, the role of the linguistic mediator is taken on by children. Child Language Brokering (CLB) is defined as any form of formal and informal language and cultural (inter)mediation performed by bilingual children and adolescents to facilitate communication between their family, peers and other involved parties with members of the host society. Until very recently, this practice was an unacknowledged aspect of how bi-/multicultural children experience migration. However, CLB has also gained increased visibility thanks to an increasing number of filmic, literary and television productions. Following an overview of past and current studies, this paper sets out to examine how CLB is portrayed in films and novels and will compare these depictions to children’s narratives of real experiences of CLB drawn from extant academic literature. Moreover, this paper argues that these media and fictional representations may contribute to shape a biased public perception of CLB of the real impact that this practice has on the lives of the children who perform it and on their and their families’ inclusion in society.

Antonini, R. (2024). Media and fictional narratives of Child Language Brokering and how they may contribute to the normalization of this practice. Nicosia : GNOSIS Institutional Repository of the University of Cyprus.

Media and fictional narratives of Child Language Brokering and how they may contribute to the normalization of this practice

rachele antonini
2024

Abstract

The use of two or more languages on screen and on the printed page implies that, from a narrative and communicative standpoint and in order to allow the viewers/readers to partake in what is said, the characters/interlocutors must find a means to communicate with one another. In both fictional and real interactions understanding is facilitated either by a professional or untrained interpreter who speaks the language(s) used in the film, novel or TV program. In some of these television, literary and screen products, the role of the linguistic mediator is taken on by children. Child Language Brokering (CLB) is defined as any form of formal and informal language and cultural (inter)mediation performed by bilingual children and adolescents to facilitate communication between their family, peers and other involved parties with members of the host society. Until very recently, this practice was an unacknowledged aspect of how bi-/multicultural children experience migration. However, CLB has also gained increased visibility thanks to an increasing number of filmic, literary and television productions. Following an overview of past and current studies, this paper sets out to examine how CLB is portrayed in films and novels and will compare these depictions to children’s narratives of real experiences of CLB drawn from extant academic literature. Moreover, this paper argues that these media and fictional representations may contribute to shape a biased public perception of CLB of the real impact that this practice has on the lives of the children who perform it and on their and their families’ inclusion in society.
2024
‘UNSTATED’ MEDIATION On the ethical aspects of non-professional interpreting and translation
7
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Antonini, R. (2024). Media and fictional narratives of Child Language Brokering and how they may contribute to the normalization of this practice. Nicosia : GNOSIS Institutional Repository of the University of Cyprus.
Antonini, Rachele
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/985854
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