Emotional impact, identity and relationships: Guidelines for using students as language brokers in schools
Prokopiou, Evangelia (University of Northampton)
Crafter, Sarah (Open University)
Dobrzynska, Karolina (University of Northampton)

Publicació:	Bellaterra : Universitat Autònoma de Barcelona. Departament de Traducció i d'Interpretació i d'Estudis de l'Àsia Oriental, 2022
Resum:	In the first half of this chapter, we will look in greater depth at the impact language brokering has on emotions, identity and personal relationships. In the second half, we will provide some guidelines that teachers can use to improve the communication process in language brokering sessions in schools. The chapter's activities will enable you and your students to: · Reflect on the emotional impact of language brokering and how the practice affects the sense of identity and belonging of those who carry it out. The following questions will be raised: · How does language brokering make young people feel about themselves? · What impact does the practice have on their identity and our understanding of childhood? · Understand the importance of relationships to language brokering activities. The focus will be on family relationships and relationships at school. · Examine guidelines on how teachers and students who act as interpreters can improve language brokering interactions and the communication they involve.
Drets:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Llengua:	Anglès
Document:	Capítol de llibre
Publicat a:	Inclusion, Diversity and Communication Across Cultures : A Teacher's Book with Classroom Activities for Secondary Education, 2022

Podeu consultar el llibre complet a: https://ddd.uab.cat/record/259306

18 p, 1.5 MB

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