Immigrant children in the U.S. often learn English before their caretakers, leading them to take on the role of day‐to‐day translators (“language brokers”). This study explores the familial socialization of immigrant, linguistic‐minority families in the U.S. by drawing on deductive‐inductive thematic analysis of 14 semi‐structured interviews with Asian American and Latinx young adult language brokers reflecting on how this role shaped their childhoods and prepared them for adulthood. The bulk of interviewees experienced working‐class childhoods. Despite this, respondents seem to have experienced a family socialization model that reflects elements of both middle‐class and working‐class models. “Immigrant Linguistic Maturation” (ILM) consists of linguistic scaffolding in English and heritage languages, verbal airtime, and engagement with authority figures, while also leading children to hold adult knowledge, roles, and responsibilities. Racial and ethnic differences primarily lie in the actors involved in ILM socialization processes. Extended family, and especially grandparents, played a more active role in the ILM socialization of Asian American brokers, while ILM socialization of Latinx brokers was primarily driven by parents, particularly mothers. The case of Asian American and Latinx language brokers calls attention to the importance of factors like immigrant background and linguistic marginalization in shaping familial socialization.

中文翻译：

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亚裔美国人和拉丁裔语言经纪人的移民语言成熟


美国的移民儿童通常在看护人之前学习英语，这导致他们承担日常翻译员（“语言经纪人”）的角色。本研究通过对亚裔美国人和拉丁裔年轻成人语言经纪人的 14 次半结构化访谈进行演绎归纳主题分析，探讨了美国移民、语言少数群体家庭的家庭社会化，反思了这一角色如何塑造他们的童年并为他们做好准备为了成年。大多数受访者都经历过工人阶级的童年。尽管如此，受访者似乎经历了反映中产阶级和工人阶级模式要素的家庭社会化模式。 “移民语言成熟”（ILM）包括英语和传统语言的语言支架、口头交流以及与权威人物的接触，同时引导孩子们掌握成人的知识、角色和责任。种族和民族差异主要在于参与 ILM 社会化过程的参与者。大家庭，尤其是祖父母，在亚裔美国经纪人的 ILM 社会化中发挥了更积极的作用，而拉丁裔经纪人的 ILM 社会化主要由父母，特别是母亲推动。亚裔美国人和拉丁裔语言经纪人的案例提醒人们注意移民背景和语言边缘化等因素在塑造家庭社会化中的重要性。