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Shifting in the Zone: Latina/o Child Language Brokers and the Co‐construction of Knowledge
Author(s) -
Eksner H. Julia,
Orellana Marjorie Faulstich
Publication year - 2012
Publication title -
ethos
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.783
H-Index - 44
eISSN - 1548-1352
pISSN - 0091-2131
DOI - 10.1111/j.1548-1352.2012.01246.x
Subject(s) - situated , neuroscience of multilingualism , immigration , sociology , cognition , psychology , situated learning , language acquisition , pedagogy , linguistics , mathematics education , computer science , political science , philosophy , neuroscience , artificial intelligence , law
In this article we offer a new look at the dynamic nature of teaching and learning as we investigate everyday language‐brokering events in immigrant families. We consider how children and adult interlocutors collaborate in the construction of knowledge and examine language‐brokering activities as socially situated learning tasks that take place in dynamic zones of proximal development in which knowledge and authority are dynamically reassigned among participants. We present a mixed‐method analysis of everyday cognition entailed in language brokering engaged in by three children from Mexican families living in the Midwestern United States. [Zone of Proximal Development, language brokering, bilingualism, childhood]