In Other Words: Translating or “Para‐Phrasing” as a Family Literacy Practice in Immigrant Households

TLDR

The study investigates how Spanish‑English bilingual immigrant youth interpret English texts for their families. The authors conducted participant observation of 18 bilingual adolescents, analyzed 86 transcripts of their oral translations and 95 journal entries, and used activity‑setting analysis to compare home para‑phrasing events with school literacy contexts. The study finds that cross‑language para‑phrasing is common in immigrant households and can support students’ within‑language paraphrasing skills in school.

Abstract

ABSTRACTS In this article we report on ethnographic research that explores the range of ways in which Spanish‐English bilingual immigrant youth interpret English language texts for their families. Drawing on participant observation in the homes and classrooms of 18 young adolescents who serve as interpreters for their families, 86 transcripts of theseinterpreters' oral Spanish translations of English texts, and 95 journal entries written by the youth about their translating experiences, we document the multiple literacies of daily life that youth engage in while translating or “para‐phrasing” for their families. We focus on interpretations of written text for close family members, done at home, and chart the domains of these multiple literacies. Using an activity setting/interactional analysis, we then examine how two home “para‐phrasing” events unfold and contrast these with activity settings for literacy learning in school. This largely unexplored literacy practice is a common one in immigrant households, and we argue that bilingual youth's experiences as cross‐language “para‐phrasers” can be used to support the within‐language paraphrasing that is an important part of school literacy practices.