Abstract
Culturally and linguistically diverse students encompass a large portion of the overall student population and frequently act as intermediaries between their school and family using translation, interpretation, and cultural mediation with insufficient training or preparation. Schools are one of the most frequent contexts where children and adolescents act as language brokers and play a significant role in shaping their language brokering experiences. School personnel and educators should be mindful to engage in practices that support student language brokers while avoid placing them in brokering situations that could be academically, socially, and psychologically harmful. A systematic review of the literature serves as the data for understanding the considerations for how school personnel can effectively support student language brokers. Research on the consequences of language brokering indicates mixed results which suggest that language brokering is a multidimensional experience that could result in potentially positive and negative effects on the health and development of students. Findings reveal limited targeted interventions and training to address the needs of this population. This project aims to address this gap through the creation of a staff training to bolster educators’ and school personnel’s knowledge and competency to engage in practices that support students in this role while minimizing actions that lead to unfavorable outcomes. Materials in this project include a PowerPoint presentation with learning activities and presenter notes, facilitator guide, resource guide, and compilation of associated online resources designed to strengthen school personnel’s ability to promote positive language brokering experiences.