Child language and cultural brokering in school context

The project is focused on everyday situations at schools in which children interpret between their own parents and school staff. Such situations arise when the immigrant children have learned German faster than their parents and the parents' German language level does not allow for an efficient exchange with educational and teaching staff in German. Children who speak several languages are then included in the communication. They must not only have language skills, but also knowledge of formal procedures, specialist terminology and the ability to communicate this interculturally. Previous studies, particularly international ones, indicate that interpreting can lead to empowerment but can also overburden children. However, research to date has focused primarily on the situation of the children and their psychological development. Instead, the project examines the interaction triad of school staff-child-parents and its structural foundations, including the possibilities and use of external interpreting services; communication channels and pathways; awareness of the problem and support options for those affected; cooperation between different services and counseling centers; the role and perspective of teaching and educational staff. In addition to identifying challenges and strategies for dealing with them, the explorative, qualitative nature of the project allows recommendations for action to be formulated. In the course of the project, a qualitative panel will be set up with regard to the integration processes of families with a migration background in Germany.

Contact person for project enquiries: Benedikt Wirth. Tel.: +49 (0)30 2007 54 260 | E-Mail:  wirth(at)dezim-institut.de

While child language brokering has been studied extensively internationally, Germany still lacks systematic research examining the phenomenon from an institutional and structural perspective. In particular, school contexts, the school–child–family relationship, and the role of communication pathways and support structures across institutions (including healthcare services and public authorities such as job centres) have received little empirical attention.

The project addresses this gap by analysing child language brokering as part of everyday school practices and by bringing together the perspectives of students, teachers, parents, and school administration through a situational analytical approach. It reflects the multilingual realities of Germany's post-migrant society and investigates the associated practices and negotiation processes within educational institutions.

The primary aim is to identify the conditions under which child language brokering occurs and to understand its consequences for children and families. At the same time, the project seeks to identify ways in which schools can proactively address language barriers without placing children in mediation roles. The findings will provide an evidence base for professional recommendations for schools and policymakers. More broadly, the project explores how multilingual societies can strengthen resilient structures for arrival, participation, and inclusion.

The project follows a multi-perspective qualitative research design. It investigates everyday school practices at secondary schools in Berlin, Bavaria, and North Rhine-Westphalia. The main methods include semi-structured and vignette-based interviews with teachers, school leaders, and parents, as well as participatory research with students using Youth Participatory Action Research (YPAR). The qualitative research is complemented by expert interviews with representatives from public administration, language mediation services, and civil society organisations to explore the institutional framework surrounding child language brokering.

Quantitative Survey in the DeZIM Panel

As part of the DeZIM.panel, the project is developing and conducting a nationwide quantitative survey on child language brokering. Its aim is to generate the first representative evidence on the prevalence, frequency, and contexts of children's language and cultural mediation in Germany. Particular attention is paid to school settings and to schools' institutional responses to language mediation needs. The survey complements the qualitative research and enables broader interpretation of the findings.

The project is ongoing. Initial analyses indicate that child language brokering is widespread in schools and is strongly shaped by institutional routines, available resources, and local conditions such as municipal infrastructure and school capacities. Further findings will be published as the project progresses.

Why does this research matter?

The project highlights child language brokering as a practice shaped not only by individual families but also by institutional structures. Its findings will help schools, public administrations, and policymakers develop more inclusive communication strategies and professional approaches to multilingualism and language mediation within the institution–child–family relationship.

"Child language brokering" refers to the linguistic and cultural mediation performed by children and adolescents. It includes interpreting, translating, and explaining rules, expectations, and social contexts. This practice is not limited to recently arrived migrant families but occurs across a wide range of