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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.

Nella prima metà di questo capitolo, esploreremo in modo più approfondito l'impatto della mediazione linguistica su emozioni, identità e relazioni personali. Nella seconda parte, forniremo linee guida utilizzabili dagli insegnanti per migliorare il processo comunicativo nelle sessioni di mediazione a scuola. Le attività in questo capitolo permetteranno agli studenti e agli insegnanti di: · Riflettere sull'impatto emotivo della mediazione linguistica e di pensare al modo il cui la pratica influenza il loro senso di identità e di appartenenza. Verranno poste queste domande: · Come fa sentire i giovani riguardo a loro stessi? · Che impatto ha sulla loro identità e sulla nostra comprensione dell'infanzia? · Riflettere e capire l'importanza delle relazioni e della mediazione linguistica, focalizzandosi su due aree preponderanti, famiglia e scuola. · Esaminare alcuni dei modi in cui insegnanti e studenti che fungono da mediatori riescono a rendere più fluide le interazioni e la comunicazione in questi contesti.

I bambini e i giovani hanno un ruolo fondamentale nei processi migratori perché possono fungere da ponti tra le loro famiglie, le comunità locali e la scuola. L'educazione scolastica e l'immersione linguistica nella società ospite aiutano questi giovani a imparare la/e lingua/e ufficiale/i del nuovo Paese più velocemente dei loro genitori o di altri adulti. Quando mediano nel contesto scolastico, portano la diversità linguistica nella scuola e dimostrano di avere abilità multilingue e multiculturali che fanno parte della loro quotidianità. Questo manuale vuole aiutare voi e i vostri studenti a esplorare parte della complessità del ruolo di questi giovani nelle società moderne. Lo scopo di questo manuale per insegnanti è duplice: (A) celebrare il multilinguismo e sensibilizzare riguardo alle attività di traduzione e interpretazione dei giovani (anche chiamate Child Language Brokering) nelle scuole e (b) fornire una risorsa che includa informazioni di base e attività interattive al fine di dare agli insegnanti degli strumenti che aumentino la loro consapevolezza riguardo a ciò che comporta la mediazione linguistica giovanile, in modo da poterla poi trasmettere agli studenti.

Children and young people play an important role in migratory processes because they may act as links between their families, local communities and their school. Schooling and linguistic immersion in the host society can help young people learn the official language(s) of their new country faster than their parents or other adults. When they broker in a school context, they bring linguistic diversity to the school and display truly multilingual and multicultural skills that are part of their daily life. This Teacher's Book aims to help you and your students explore some of the complexity involved in young people taking on such roles in modern societies. Therefore, the aim of this Teacher's Book is twofold: (a) to celebrate multilingualism and raise awareness of young people translating and interpreting in schools, an activity also known as child language brokering; and (b) to provide a resource containing background information and interactive activities aimed at giving teachers tools for a deeper understanding of what language brokering by young people usually entails, so that you can then pass it on to your students. European Union

Drawing on work from scholars in both psychology and translation studies, this collection offers new perspectives on what Holmes (1972) called ‘translation psychology’. This interdisciplinary volume brings together contributions addressing translation from the vantage point of different applied branches of psychology, including critical-developmental psychology, occupational psychology, and forensic psychology. Current theoretical and methodological practices in these areas have the potential to strengthen and diversify how translators’ decision-making and problem-solving behaviours are understood, but many sub-branches of psychology have lacked visibility so far in the translation studies literature. The Psychology of Translation: An Interdisciplinary Approach therefore seeks to expand our understanding of translator behaviour by bringing to the fore new schools of thought and conceptualisations. Some chapters report on empirical studies, while others provide a review of research in a particular area of psychology of relevance to translation and translators. Written by a range of leading figures and authorities in psychology and translation, it offers unique contributions that can enrich translation process research and provide a means of encouraging further development in the area of translation psychology.

How can we make sense of change and stability through the lifespan of human development? What role does personal experience, our relationships with others, and historical and sociocultural contexts play in shaping these changes? This is the first book to offer an integrative overview of the range of developmental transitions which occur through the lifespan. Bringing together different theoretical and conceptual perspectives and a broad range of empirical research including quantitative and qualitative approaches, this book encompasses a range of complex transitional forms. Covering topics such as health transitions, transitions in friendships and romantic relationships, career transitions, and societal transitions, this book takes the reader beyond a focus on childhood and adolescence, to look at the whole lifespan. Reflecting a perspective that takes into account a sociocultural past and present, this book seeks to show how transitions can be viewed as both an experience of uncertainty and possibility. Transitions perform important functions and present psychosocial opportunities. Developmental Transitions is essential reading for all undergraduate and graduate students of developmental and cultural psychology and is also a valuable resource for academics and practitioner audiences interested in stability and change as people age.

This chapter discusses children's engagement in work and how normative understandings of childhood as a time for play, formal schooling and socialisation play out in debates about and experiences of child workers. Ideas about children's development, taken up in national and international policy, frame the debate about working children and distinguishing between work and school, with the view that work is very much at the limits or margins of normative childhood. Indeed, the authors have argued that the cost of schooling is often part of the reason many children work. It could be considered that all children work because, although it is rarely viewed in this way, attendance at school can be conceptualised as a form of work. In the chapter, the authors have argued that children's engagement in work is an activity that takes place in particular cultural and spatial locations, and have specifically discussed work within the home and the role of young carers.

Schools have been cited as some of the most frequent venues where children and young people act as language brokers. Respondents from both the two groups who were interviewed framed the advantages and disadvantages according to what they thought language brokering had offered in terms of efficiency and parental preferences. The literature on child language brokering presents a mixed picture with respect to the impacts it may have on social and emotional development. Acting as a translator for others puts a person’s language proficiency and social skills on display. The social dynamics of a school community operate in complex ways for those who accept a role that cuts across the usual networks. The chapter examines how key stakeholders viewed the impact that engagement in child language brokering activities has on a young person’s identity and social development. It also examines what participants had to say about the longer-term impact of experiences of language brokering at school.

Language Brokering in Immigrant Families: Theories and Contexts brings together an international group of researchers to share their findings on language brokering—when immigrant children translate for their parents and other adults. Given the large amount of immigration occurring worldwide, it is important to understand how language brokering may support children’s and families’ acculturation to new countries. The chapter authors include overviews of the existing literature, insights from multiple disciplines, the potential benefits and drawbacks to language brokering, and the contexts that may influence children, adolescents, and emerging adults who language broker. With the latest findings, the authors theorize on how language brokering may function and the outcomes for those who do so.

This chapter will look at the role of the built environment and space in children and young people’s mental health settings. In particular, the chapter will focus on the internal and external space of the Child and Adolescent Mental Health Service (CAMHS) outpatients’ setting. Since work on the built environment and space in children’s mental health settings is so sparse, the chapter draws on commentaries from psychological and sociological studies on children’s space and place, adult mental health settings, and research examining the internal and external spaces of children’s hospitals. As well as providing some context-setting for why the child and adolescent mental health services offer an informative site for studying spaces of mental health, this chapter attempts to theorize how different meanings around “childhood” and the “child” are enacted through the built environment. In essence, there will be an examination of what meanings are developed through children and young people’s interactions with CAMHS. Notably, how specific features of the built environment, symbolic associations with other types of buildings and past memories, serve as the frame of reference for understanding the role of place. Discussions about the construction of the “normal” childhood will show how features of the built environment in children’s mental health settings position the child as “dangerous.” As an example, the building façade of children’s mental health settings is so discreet that they perpetuate the stigma associated with children’s mental health. CAMHS therefore becomes a “hidden” service, rather than a service developed for children, by children. The chapter will conclude by using some empirical data from a study of the CAMHS built environment, collated with parents and children and young people, to act as exemplars for the phenomena discussed.

This chapter theorises that home and school is socially and cultural constructed. Two theoretical approaches are offered as units of analysis for study: the social ecological approach (Bronfenbrenner, 1979; Wright and Smith, 1998) and the communities of practice framework (Wenger, 1998). These two approaches are used because (i) they position the learner as part of the relationship between the individual, the community and society and (ii)they provide the mechanism by which meanings and identities are (re)constructed in socio-cultural practice. The chapter then goes on to use examples from research data to demonstrate that when looking at learning as socially and culturally situated the 'one-size-fits-all' approach to education is problematic

This paper examines parental understandings about their child’s mathematical achievement and the resources they use to go about gaining information in culturally diverse learning settings. This examination takes place within a critical developmental framework and draws on the notion of cultural models to explicate how resources are used. Three parental resources of mathematics achievement are scrutinised: (i) the teacher, (ii) exam test results and (iii) constructions of child development. The interviews with twenty-two parents revealed that some resources were concrete, such as examination results. Other resources were symbolic, like the representation of child development, and were less likely to be shared with the school community. Either way, these resources were open to parental interpretations and influenced by parents’ own experiences and cultural representations

Background: A number of children experience difficulties with social communication and this has long-term deleterious effects on their mental health, social development and education. The E-PLAYS-2 study will test an intervention (‘E-PLAYS’) aimed at supporting such children. E-PLAYS uses a dyadic computer game to develop collaborative and communication skills. Preliminary studies by the authors show that E-PLAYS can produce improvements in children with social communication difficulties on communication test scores and observed collaborative behaviours. The study described here is a definitive trial to test the effectiveness and cost-effectiveness of E-PLAYS delivered by teaching assistants in schools. Methods: The aim of the E-PLAYS-2 trial is to establish the effectiveness and cost-effectiveness of care as usual plus the E-PLAYS programme, delivered in primary schools, compared to care as usual. Cluster-randomisation will take place at school level to avoid contamination. The E-PLAYS intervention will be delivered by schools’ teaching assistants. Teachers will select suitable children (ages 5–7 years old) from their schools using guidelines provided by the research team. Assessments will include blinded language measures and observations (conducted by the research team), non-blinded teacher-reported measures of peer relations and classroom behaviour and parent-reported use of resources and quality of life. A process evaluation will also include interviews with parents, children and teaching assistants, observations of intervention delivery and a survey of care as usual. The primary analysis will compare pragmatic language scores for children who received the E-PLAYS intervention versus those who did not at 40 weeks post-randomisation. Secondary analyses will assess cost-effectiveness and a mixed methods process evaluation will provide richer data on the delivery of E-PLAYS. Discussion: The aim of this study is to undertake

When families migrate to a new country, children often learn the local language very rapidly and, consequently, become translators and interpreters for family, peers, and members of the community; a phenomenon which has become widely known as child language brokering. Using children for language brokering has raised understandable concerns about the impact of taking-on ‘adult-like’ responsibilities. Equally, in the context of migration, child language brokering can be framed as a part of everyday family care practices. Either way, child language brokers may find themselves translating and interpreting in public spaces where they face challenging situations or hostile responses from other adults for their efforts. Drawing on excerpts from empirical qualitative interviews with young people aged 13–16 years, this chapter discusses how child language brokers manage complex interactions in challenging situations, the strategies they use for managing the adults involved in their interactions, and how these interactions can foreground inequalities relating to migration status and age status.

In this paper, we explore young peoples' normative representations of work. In particular, we are interested in the ways young people view work roles which could be considered 'atypical' such as young caring or language brokering. Interviewed were 46 young people (15–18 years) some who did, and some who did not engage in the 'atypical' work roles of language brokering or young caring. Findings indicated that young people have a strong representation of what a 'normal' childhood comprises and that friends, teachers and parents play a mediational role in cementing this contextually. However, respondents presented two alternative representations around engagement in 'atypical' roles, with some individuals holding both views at the same time. On the one hand, they felt that engagement in 'atypical' activities would be experienced as a loss of 'normal' childhood. On the other hand, a more positive representation of 'atypical' childhoods was also drawn on, in which engagement in 'atypical' activities was seen as a source of pride and a contributor of additional skills to a child's development. This opinion was evidenced by both those who had, and those who had not engaged in 'atypical' work.

This article analyzes coverage of separated child migrants in three British tabloids between the introduction of the Dubs Amendment, which committed to relocating unaccompanied minors to the UK, and the demolition of the unofficial refugee camp in Calais. This camp has been a key symbol of Europe’s “migration crisis” and the subject of significant media attention in which unaccompanied children feature prominently. Taking a temporal view of tabloid coverage highlights increasing contestation of the authenticity of separated children as they began arriving in the UK under Dubs, concurrent with representations of “genuine” child migrants as innocent and vulnerable. We argue that attention to proximity can help account for changing discourses and that the media can simultaneously sustain contradictory views by preserving an essentialized view of “the child,” grounded in racialized, Eurocentric, and advanced capitalist norms. Together, these points raise questions about the political consequences of framing hospitality in the name of “the child.”

This paper explores the perspectives of 29 child language brokers living in the UK who interpret for their family following migration. They were presented with vignette stories depicting a potentially conflictual situation between a language broker, a parent and an adult ‘other’ in a position of power or authority. Drawing on debates about language brokering as a family care practice, the ‘parentified child’ and discussions about non‐normative childhoods, the analysis highlights how the role played by the adult ‘other’, coupled with a sometimes‐hostile sociocultural context, can exaggerate tensions or facilitate interactions in the parent–child relationship. The young people's views and experiences illuminate how they navigate these complexities.

This study reviewed perceived changes to planning and management of transitions to adulthood for young people with special educational needs and disabilities in three local authorities in England, following implementation of the Children and Families Act (2014). Wenger’s ‘community of practice’ theoretical framework was used to examine how groups of professionals and managers working in education, health and social care in three areas, set about implementing selected radical changes required by the legislation. Telephone interviews with sixteen participants were transcribed and subjected to thematic analysis. Themes identified related to professional activity, planning and organisation, implications for children, young people and parents and outcomes. There were indications of significant shifts in professional conceptualisations and reported practices as a result of the Act. Participants described enhanced cross-service communication and co-ordinated working practices, achieved though service restructuring, co-location and changed lines of accountability. They are also reported to put an increased emphasis on long-term planning and a greater focus on involving the young person in planning and decision making with regard to defining outcomes, and living and working as an adult. The results are considered in relation to the extent that mandated change can influence attitudes and cultures within communities of practice, contributing to the contemporary theoretical debate to incorporate issues relating to power.

Adult stakeholders who work with separated child migrants face a substantial challenge to their capacity or remit to care amid increasingly hostile immigration environments. This paper explores a diverse range of adult stakeholders’ understandings of the care of separated child migrants, filling an important gap in understanding how care is conceptualised by those working in often complex and contradictory positions. Drawing on the care literature, this study focuses on fifteen qualitative semi-structured interviews with state and non-state adult stakeholders in England (e.g. social work, law, police, NGO workers). We argue that stringent immigration practices, policies, bureaucracy and structural challenges undoubtedly present personal tensions and professional constraints for those whose role is meant to foreground ‘care.’ Importantly, when taking into account a range of different perspectives, roles and responsibilities across professions and sectors, our respondents were constrained in varying ways or had varying room to manoeuvre within their institutional contexts. Our analysis suggests that amid a hostile immigration environment, care connections with and between separated child migrants are treated with mistrust and are unstable over space and time. We argue that how care is conceptualised and experienced is mutually constituted by hostile policies and procedures, adult stakeholders’ roles within or out-with those systems, and their personal values and perspectives. It is within this space where constraints, enablers and resistances play out. Care is subjectively experienced and care relationships are open to potential (dis)connection across space and time.

Background:This article reports the results from a feasibility study of an intervention ('E-PLAYS') aimed at supporting children who experience difficulties with social communication. E-PLAYS is based around a dyadic computer game, which aims to develop collaborative and communication skills. A pilot study found that when E-PLAYS was delivered by researchers, improvements on communication test scores and on collaborative behaviours were observed. The aim of this study was to ascertain the feasibility of running a full-scale trial to test the effectiveness of E-PLAYS in a National Health Service (NHS) setting with delivery by speech and language therapists and teaching assistants. Methods:The study was a two-arm feasibility cluster-randomised controlled trial of the E-PLAYS intervention with a treatment as usual control arm. Data relating to recruitment and retention, treatment fidelity, acceptability to participants, suitability of outcomes and feasibility of collecting health economic measures and of determining cost-effectiveness were collected. Speech and language therapists selected suitable children (ages 4-7 years old) from their caseload. E-PLAYS intervention (experimental group) was then delivered by teaching assistants overseen by speech and language therapists. The control group received usual care. Assessments included blinded language measures and observations, non-blinded teacher-reported measures of peer relations and classroom behaviour and non-blinded parent-reported use of health and education resources and quality of life. Results:Planned recruitment was for 70 children, in the event, 50 children were recruited which was sufficient for feasibility purposes. E-PLAYS was very highly rated by children, teaching assistants and speech and language therapists and treatment fidelity did not pose any issues. We were able to collect health economic data which suggests that E-PLAYS would be a

Background A number of children experience difficulties with social communication and this has long-term deleterious effects on their mental health, social development and education. The proposal presented in this article describes a feasibility study for a trial to test an intervention (‘E-PLAYS’) aimed at supporting children with social communication impairments. E-PLAYS harnesses technology in the form of a novel computer game in order to develop collaborative and communication skills. Preliminary studies by the authors show that when E-PLAYS was administered by the research team, children with social communication impairments showed improvements on communication test scores and on observed collaborative behaviours. The study described here is a pragmatic trial to test the application of E-PLAYS delivered by NHS speech and language therapists together with schools. Methods This protocol outlines a two-arm feasibility cluster-randomised controlled trial of the E-PLAYS intervention with treatment as usual control arm, with randomisation at the level of the speech and language therapist. The aim of this study is to ascertain whether it will be feasible to progress to running a full-scale definitive trial to test the effectiveness of E-PLAYS in an NHS setting. Data relating to recruitment and retention, the appropriateness of outcomes and the acceptability of E-PLAYS to participants will be collected. Speech and language therapists will select suitable children (ages 4–7 years old) from their caseloads and deliver either the E-PLAYS intervention (experimental group) or treatment as usual (control group). Assessments will include blinded language measures and observations, non-blinded teacher-reported measures of peer relations and classroom behaviour and parent-reported use of resources and quality of life. There will also be a qualitative process evaluation. Discussion The findings of this study will inform the decision as to whether to progress to a full-scale defi

This paper explores the ambivalent positioning of separated child migrants in the UK with a focus on the care that they provide for each other. Drawing on interview data with state and non-state adult stakeholders involved in the immigration-welfare nexus, we consider how children’s care practices are viewed and represented. We argue that separated children’s caring practices assume an absent presence in the discourses mobilised by these actors: either difficult to articulate or represented in negative and morally-laden terms, reflective of the UK’s 'hostile environment' towards migrants and advanced capitalist constructions of childhood. Such an examination sheds light on the complex state attempts to manage the care and migration regimes, and the way that care can serve as a way of making and marking inclusions and exclusions. Here we emphasise the political consequences for separated child migrants in an age of neoliberal state retrenchment from public provision of care and rising xenophobic nationalism.

Unaccompanied young migrants: Identity, care and justice breaks new ground by offering a comprehensive picture of a problematic legislative and policy framework surrounding the lives of unaccompanied minors, both in the UK and internationally. Importantly though, the book does this whilst ensuring that the stories and experiences of unaccompanied minors do not get lost. This edited book carefully unpicks the complexities reflected in the contradictions in legislation and policy whilst being mindful of shifting contexts. Two things become manifestly evident very early-on when reading this book. The first, is that the contributors clearly care deeply about the perilous uncertainty that plagues the lives of unaccompanied minors, both before their arrival into their new country and long after it. The second, is that the legislation, policy and border treatments of unaccompanied minors are like sticking plasters, placed one on top of another. For every form of protection in place there is an amendment to policy or practice which seeks to undermine it. On the surface, systems of protection are in place but in reality, there has been systematic failure to deliver that.

This paper examines the processes by which different dialogical positionalities are taken in the contact zone (Hermans, 2001a, 2003; Pratt, 1991). The contact zone provides a framework for the consideration of potential confrontations and uncertainties during intercultural contacts between migrant children, their family and another adult. The other adult is usually someone in a position of authority. For young people who language broker, managing the uncertainties and confrontations of conflictual situations highlighted three positionalities: (i) ‘conflict avoider’, (ii), ‘the neutral or passive broker’, (iii) the ‘active broker’. The contact zone was a sphere of experience that opened up possibilities for agentic action as well as constraints. The contact zone had the potential to foreground different aspects of their status such as ‘the child,’ ‘the immigrant’ or the second-language speaker. Equally, the young people took opportunities to utilise these statuses as part of their dialogical positionalities to get the best outcome for them and/or their families. We argue that further exploration of the contact zone within the framing of dialogical positionalities can enable better understanding of critical-cultural-development childhoods.

The concept of conviviality has usually been applied to contexts such as urban neighbourhoods of diversity (Gidley 2013; Lapiņa 2016; Valluvan 2016), and refers to what Gidley (2013) would term the ‘convivial turn’, or the notion of living together or coexisting in our daily social interactions (Wise and Velayutham 2013). The application of conviviality explored in this chapter concerns everyday encounters (Fincher et al. 2014), or what Amin (2002, 959) calls ‘the micropublics of everyday social contact’. ‘Micropublics’ are sites of (sometimes compulsory) conviviality, such as workplaces, schools (Neal et al. 2016), youth centres and community groups (Neal et al. 2015). In this vein, our lens of focus in this paper is on what Neal et al. (2016, 465) would describe as ‘extended encounters’, namely a series of arts-based workshops with students in a culturally and linguistically diverse school in London. The substantive focus of the research study on which this paper is based explored feelings of identity, belonging and cultural mediation among child language brokers. Child language brokers are children and young people who linguistically and culturally mediate between family members and officialdom (Antonini 2010). The arts-based workshops with our child language brokers, and their subsequent outputs, are the centre point for what Illich (1973) might term ‘tools for conviviality’. Our analytic endeavours explore the ‘autonomous and creative intercourse among persons’ (Illich 1973, 11), namely the young people taking part in the workshops, wherein there were possibilities to share, connect and interact. In exploring one of the arts-based workshops for this paper we ask, what role did the artist delivering the workshop have on the output, and how did that unfolding process reflect our research objectives?

Background: A number of children experience difficulties with social communication and this has long-term deleterious effects on their mental health, social development and education. The proposal presented in this article describes a feasibility study for a trial to test an intervention (‘E-PLAYS’) aimed at supporting children with social communication impairments. E-PLAYS harnesses technology in the form of a novel computer game in order to develop collaborative and communication skills. Preliminary studies by the authors show that when E-PLAYS was administered by the research team, children with social communication impairments showed improvements on communication test scores and on observed collaborative behaviours. The study described here is a pragmatic cluster randomised controlled trial to investigate the feasibility of E-PLAYS delivered by NHS speech and language therapists together with schools. Methods: This protocol outlines a two-arm feasibility cluster-randomised controlled trial of the E-PLAYS intervention with treatment as usual control arm, with randomisation at the level of the speech and language therapist. The aim of this study is to ascertain whether it will be feasible to progress to a full-scale definitive trial to test the effectiveness of E-PLAYS in an NHS setting. Data relating to recruitment and retention, the appropriateness of outcomes and the acceptability of E-PLAYS to participants will be collected. Speech and language therapists will select suitable children from their caseloads and deliver either the E-PLAYS intervention (experimental group) or treatment as usual (control group). Assessments will include blinded language measures and observations, non-blinded teacher-reported measures of peer relations and classroom behaviour and parent-reported use of resources and quality of life. Discussion: The findings of this study will inform the decision as to whether to

In this chapter we discuss children’s engagement in work and how normative understandings of childhood as a time for play, formal schooling and socialisation play out in debates about, and experiences of, child workers. Ideas about children’s development, taken up in national and international policy frame debate about working children, distinguishing between work and school, with the view that work is very much at the limits, or margins, of normative childhood. Debates about whether children should work, or not, draw upon particular ideas about childhood, as distinct from adulthood and as a period of vulnerability that requires adult protection, or at least supervision (see Crafter et al. 2009; Burman, 2008). From this perspective child workers are constructed as in need of protection. We discuss how children’s engagement in work is constructed, in particular the distinction made in much of the literature, and in policy and practice, between labour and work, childhood and adulthood, and between the global north and south. The chapter focuses on how dominant constructions of the developing child (drawn largely from the global north) make particular assumptions about the kind of work children should, if at all, be engaging in. The chapter also interrogates the assumption that ‘work’ is paid activity that takes place outside the home through a discussion of children who are young carers to family members. The symbolic, and actual, limits of childhood are played out in public debate and legislation internationally about the role of work, including care work, in children’s lives.

In “Western” contexts school attendance is central for an ‘ideal’ childhood. However, many young people engage with home roles that conflict with school expectations. This paper explores perceptions of that process in relation two home activities - language brokering and young caring. We interviewed 46 young people and asked them to reflect on what the teacher would think when a child had to miss school to help a family member. This paper discusses the young people’s overall need to keep their out-of-school lives private from their teachers.

This paper reports the analysis of qualitative data from a broader study of young people’s representations of conflicting roles in child development. Just over a quarter of the group, bilingual students who spoke a variety of first languages, had had personal experience of child language brokering (CLB). Employing vignette methodology, they were invited to reflect on the implications of an adolescent boy’s language brokering activities for, among other things, his relationships within his family. In this paper we will present brief case studies to illustrate different positions that members of the group adopted in relation to developmental scripts emphasizing independence and interdependence between young people and their parents (Dorner et al. 2008). Through an analysis of individual CLB case studies, we illustrate various ways in which individual young people reported the balancing of the demands of autonomy and connectedness in their analysis of relationships between young people and their parents.

Schools have been cited as one of the most frequent venues where children and young people act as language brokers (Angelelli, 2014; Tse, 1996). Whilst a number of studies have used school as the access point to gather data from child language brokers (CLBs), the ways in which school might offer particular contextual challenges has been given less attention. This chapter will report on a mixed-methods study involving teachers and young adults who had acted as CLBs while they were at school. We use data from an online survey of teachers (N=63) and young adult CLBs (N=25) and in-depth episodic interviews that look at teachers’ (N=12) and young adult language brokers (n=14), to examine their stances towards the advantages and disadvantages of students acting as language brokers in the school context. Our findings suggest both groups shared many opinions on key advantages and disadvantages, with the exception that CLBs placed more emphasis on prioritising family interests and highlighted improvements to both languages. Some of their comments focused on the immediate advantages (such as cost savings and flexible timing) and disadvantages (such as a greater risk of translation errors). Other comments focused on the longer term impact of experiences of language brokering at school, such as a growing sense of maturity and confidence, and feelings of pride in being able to help others. Teachers and CLBs discussed the potential problems that may arise if too much time is taken away from studies or if the same pupil is overused for translating activities. CLB activities left many in the sample feeling ‘gifted’ and ‘empowered’ but for the CLBs it could also be a cause for embarrassment. Overall, how the school handles the brokering experience influenced both the teachers’ and CLBs’ views of it.

Because the children of immigrants often learn the host language much more quickly than their parents, increasing numbers of children and young people contribute to family life by acting as child language brokers (or interpreters) (CLBs) for their parents. There is well-founded professional resistance to the use of children in the LB role in sensitive or challenging meetings, but for some purposes many immigrant parents and grandparents prefer a language broker from within their own family to an external professional interpreter. In this paper we report selected findings from parallel on-line surveys of teachers in schools where there has been some use of students as CLBs and of young adults who have acted as CLBs while at school. Our aim is to explore what can be learned about the use of CLBs from analyzing the views and experiences of these two groups who bring distinctive and complementary perspectives to the topic.

This report presents the findings of a small feasibility study which sought to investigate the use of an online risk management Barometer. The barometer was developed with a view to helping multiple agencies communicate about vulnerable and 'at risk' patients within mental health settings.The Barometer is an online tool which allows staff from multiple agencies to access and share information with other staff if a patient is at risk.The key aims and objectives of this small research project were i) to evaluating how professionals felt about their current risk assessment tools, ii) to assess the ease of use and the relevance of questions within the Barometer tool and iii) to discuss some potential modifications/problem areas of incorporating the Barometer tool within mental health services and across a multi-disciplinary perspective.The research was conducted in three mental services within the South Essex Partnership Trust (2 x CAMHS and 2 x Adult Services) using a mixed-methods approach.

This paper will report on the planning of a small-scale project that is now in progress, which aims to lay the foundation for developing a Guide to Good Practice for the use of Child Language Brokering (CLB) in school settings. This project will investigate the perspectives on CLB of teachers in schools in multilingual areas and young adults who acted as language brokers in the course of their own school career, triangulating the responses of the two groups so as to bring distinctive and complementary perspectives to the topic. In addition to laying the foundation for the development of guidelines for schools, the research team hopes to lay the basis for further work on theorising the social and cultural significance of Child Language Brokering. The study will involve (i) an on-line survey of teachers in primary and secondary schools and of ex-CLBs and (ii) an interview study exploring detailed questions in depth with a small number of selected respondents.

This paper looks at points of convergence and divergence between the different branches of cultural psychology and Burman's ideas in Deconstructing Developmental Psychology (DDP). The paper discusses the relationship between the developing ideas in cultural psychology over time and some of the shared theoretical and conceptual criticisms put forward in DDP. This takes into account some of the differences between symbolic approach, activity theory and an individualistic approach to cultural psychology. In turn, some of the bigger themes within the book are discussed such as the role of 'normalisation' and demarcation of age, and studying the child in context and how these relate to the different account of cultural psychology and the influence these themes have had on the author's own work. Since this paper details a personal research journey, examples are taken from work on home-school mathematics education, child language brokering and young caring. Using these examples, the paper examines how cultural psychology is interested in the mediation between culture and the person, whilst DDP asks us to question the stories and assumptions embedded within developmental psychology.

In this paper we scrutinise how ideas about children’s development and obligations in families affect the ways in which we understand the role of money and work in the transition to adult life. We seek to explore ways in which understandings of appropriate activities for young people and the expected obligations of parents towards their children are mediated by the contexts in which the children and their families live. The aim is to understand how young people from a range of backgrounds represent and experience work and the management of money within their families.

In this paper we will examine how the vignette methodology can aid understanding of cultural identity. Vignettes are typically short stories about a fictional character or fictional scenario appropriate to a particular study. The story places the behaviour of the character in a concrete context and allows the researcher to explore participants? positions and perspectives on the issues arising from the situation. We argue that within a framework of cultural development theory and the dialogical self theory (Hermans, 2001) identity positions can be explained in relation to the sociocultural context. To do so we report on part of wider study about representations of children who work. In particular this paper will focus on language brokering which involves translating or interpreting on behalf of family members who do not speak the host language. Language brokering requires the child to engage in both the cultural contexts of the host culture and the home culture and as such, the child must negotiate new cultural identities. Those interviewed were young people aged between 15-18 years, some of whom were brokers and others who were not. When looking at the language broker vignette scenario these young people often positioned the parents, teachers and friends of the language broker in the scenario in particular ways. Through notions of adequacy and inadequacy, visibility and invisibility, theoretical ideas around cultural identity theory and the dialogical self theory can provide an understanding of how the young people moved through different (often conflicting) identity positions.

Transitions have traditionally been characterised as forms of change. These may either be inner changes (new beliefs or developmental growth) or the physical move from one place to another (see Erikson, 1975), such as the move from primary to secondary school. This theoretical paper will argue that transition can be best understood using a sociocultural framework, which links human thought and action to social and cultural situatedness (Zittoun, 2006). Using ideas underpinned by Vygotsky (1978) we will present three frameworks for addressing sociocultural transitions: (i) the notion of consequential transitions (Beach, 1999); (ii) symbolic transitions and identity rupture (Zittoun, 2006); and (iii) Communities of Practice transitions (Wenger, 1998). We will borrow examples from research on educational transitions from primary and secondary school contexts through to Higher Education in order to demonstrate that transitions are about a change in self-identity born out of uncertainty in the social and cultural worlds of the individual. Implications for educational practitioners involved in supporting young people undergoing transitions will be discussed

The last ten years has seen some fairly major educational reform for English schools. The introduction of Standard Assessment Tests as part of the National Curriculum in primary schools has led to a political drive to see more parents involved in their children’s school learning. This is partly born out of educational and political concerns for the ‘gaps’ in children’s school performances of different ethnic groups. This paper examines the ways in which parents attempt to understand how well their children are achieving in mathematics in culturally diverse settings. Borrowing from Gallimore and Goldenberg’s (2001) ‘cultural models’ and ‘cultural settings’, as well as critical-developmental concepts of child development, this paper explores three parental sources of information: (i) the teacher, (ii) exam test results and (iii) constructions of child development. These theoretical positions open for scrutiny new and subjective dimensions of development, which include representations, meanings and experiences. The interviews with twenty-two parents revealed that whilst all of the parents expressed a wish for their children to do well, understanding their child’s achievement is like putting together ‘pieces of a puzzle’ - leading parents to use sometimes intangible sources. Some sources were concrete, such as examination results. Other sources were symbolic, such as the representation of child development, and were less likely to be to be shared with the school community. Either way, these sources were open to parental interpretations and influenced by parents’ own experiences and cultural representations.

In this article we examine two concepts that aid our understanding of processes of identification in multiethnic schools. The first concept focuses on the complementarity of “three processes of identity” (identifying the other, being identified, and self-identification). This is brought together with the concept of sociocultural coupling introduced to examine the co-constructions of changes in practices (across places and times) and changes in identification. The analysis draws on an interview with a pupil, Monifa, a Black African (Nigerian) girl (aged 10 years), and on an interview with a Pakistani teacher, Shazia. Although Shazia and Monifa belonged to different generations (i.e., a pupil/daughter and a teacher/mother) and different cultural groups (British-born Black African and Pakistani Kashmiri), the same identity processes could be applied to the data. They both articulated accounts of “identifying the other,” “being identified,” and “self-identification,” which emphasized their transitions between cultural practices and multiple communities. Furthermore, we propose that sociocultural coupling has enabled us to understand the means by which aspects of cultural practices borrowed from home and school allows them to reproduce aspects of their home cultural identity and at other times to transform these identities.

School bullying is an important concern. Whilst there is growing knowledge about the nature, extent and effects of school bullying, areas of complexity in research findings remain. In this paper we develop our thinking on school bullying using a sociocultural theoretical framework. We review existing literature around three main themes: 1) The conceptualisation and interpretation of bullying; 2) The relational aspects of bullying 3) Bullying as part of someone's life trajectory. For each theme, empirical findings are discussed to highlight key issues, and arguments presented from relevant sociocultural theories to provide insight in each case. During the paper, we show how varying strands of research into bullying can be integrated, and how areas of complexity can be explained. Adopting a sociocultural view of school bullying presents implications for both research and practice. Bullying is contextual, and attention should be given to the situated relationships and multiple settings surrounding the behaviour.

In this paper we explore how interpretation is dealt with by researchers using a vignette methodology. Researchers using vignette methodology often struggle with interpretation: how to interpret the responses when participants shift between discussing the vignettes as themselves, taking the perspective of the character in the vignette and commenting on what ‘ought’ to happen. We argue that by foregrounding a consideration of the method with an explicitly articulated theoretical position of dialogicality, issues inherent in interpretation become a valuable addition to the research rather than an obstacle to be overcome. In the paper we discuss ‘Louise’ a young carer, detailing the various positions she takes in her talk about the vignette of Mary, a fictitious young carer, to illustrate how a perspective based in dialogical theory contributed to the analysis of her various moves through different identity positions.

The political mobilisation of nostalgia is increasingly preoccupying social and political psychologists. A key concern is with rising populism and the use of an imagined golden past to foster threat through anti-EU and anti-immigrant sentiment. This article introduces two key concepts, anemoia - imagining a past not experienced – and prolepsis – how the past influences actions in the present aligned to future goals – to argue that actual recall of past biographical events potentially counters the influence of nostalgic rhetoric designed to influence political decision-making. The focus of this article is a single Scottish case study, Rachel, a member of the Silent Generation of citizens aged over 75 years, who have a living memory of World War II and its aftermath. A dialogical analysis was carried out identifying key I-positions and chronotopic analysis of the dialogical self, relating to experienced extreme childhood poverty and deprivation, anti-Semitism and limited mobility. This demonstrated how living through a historic event and its repercussions, rather than imagining a past not experienced, mitigates against nostalgia. This raises the question of how much mobilisation of the events of a glorious past and anxieties about the future rely upon the unexamined silence of those who recall those same events.

Background A number of children experience difficulties with social communication and this has long-term deleterious effects on their mental health, social development and education. The proposal presented in this article describes a feasibility study for a trial to test an intervention (‘E-PLAYS’) aimed at supporting children with social communication impairments. E-PLAYS harnesses technology in the form of a novel computer game in order to develop collaborative and communication skills. Preliminary studies by the authors show that when E-PLAYS was administered by the research team, children with social communication impairments showed improvements on communication test scores and on observed collaborative behaviours. The study described here is a pragmatic trial to test the application of E-PLAYS delivered by NHS speech and language therapists together with schools. Methods This protocol outlines a two-arm feasibility cluster-randomised controlled trial of the E-PLAYS intervention with treatment as usual control arm, with randomisation at the level of the speech and language therapist. The aim of this study is to ascertain whether it will be feasible to progress to running a full-scale definitive trial to test the effectiveness of E-PLAYS in an NHS setting. Data relating to recruitment and retention, the appropriateness of outcomes and the acceptability of E-PLAYS to participants will be collected. Speech and language therapists will select suitable children (ages 4–7 years old) from their caseloads and deliver either the E-PLAYS intervention (experimental group) or treatment as usual (control group). Assessments will include blinded language measures and observations, non-blinded teacher-reported measures of peer relations and classroom behaviour and parent-reported use of resources and quality of life. There will also be a qualitative process evaluation. Discussion The findings of this study will inform the decision as to whether to progress to a full-scale defi

The leader of an arts-based workshop, Evangelia, has asked the young people involved to consider a time they translated or interpreted and to think about how they were feeling. One young man named Tariq looks unsure and mumbles, ‘I don’t got feelings’ and then asks the question more loudly: ‘do you have feelings when you translate, do you have feelings?’. A couple of his friends smile but no one replies. Throughout the workshop he casts sideways looks at the others’ drawings. In the end, with a black pen he draws an oval face, with two round circles for eyes that are blank in the middle. The face has a little bit of hair, a line for a nose and a round circle for the mouth. The only bit of colour is a red tongue in the mouth. It is a stark face, for its lack of detail. For his story Tariq writes: ‘don’t have any story about translating, mean I do but don’t really remember them’, and ‘don’t have any feelings while I am translating’, and on the back of his drawing he writes ‘#Nofeelings’ and, a little further down the page, ‘Concern’. This excerpt is drawn from an arts-based workshop which was part of an Arts and Humanities Research Council-funded project, based at the Thomas Coram Research Unit (TCRU) between 2014–17. The project focused on child language brokers; children and young people who translate and interpret for family members, peers and the local community. In this chapter, we focus on one of our arts-based workshops that employed the Synallactic Collective Image Technique (SCIT), a technique used for sharing personal and collective stories, memories and experiences. In this instance, we brought together a group of young language brokers (aged 13–16) who took part in a SCIT workshop. Through sharing individual drawings and narratives of personal experiences of language brokering, interpersonal transactions within the group unfold.

Empowering Young Translators (EYT) is an evidenced-based learning resource drawing on an intervention (known as a pilot action) to support young people who translate and interpret for peers, family, and the local community. EYT focuses on exploring the social, cultural, emotional and wellbeing aspects of being a young translator and/or multilingual. Young translating can be both a challenging and rewarding activity and so these guidance materials are designed to enable you to open a space for considering the emotional engagement and wellbeing of the language broker through a series of activities. Throughout this handbook, the activities are framed to explore language brokering as a caring activity that young people do for others and raise awareness of the practice of young translating across schools, community groups or youth groups. You will find this guidance useful if you encounter young translators and: - Work in a school/college - Work in the charity/NGO sector - Engage in research with young people This guidance was developed as part of the NEW ABC project, funded by the European Union’s Horizon2020 research and innovation programme. It draws together 13 partners from nine European countries with the aim of developing and implementing nine pilot actions. All NEW ABC pilot actions (activity- based interventions) include children and young people from refugee and migrant backgrounds, but also teachers, families, communities and other stakeholders in education, as co-creators of innovation to empower them and make their voice heard.