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Abstract In this article we offer a new look at the dynamic nature of teaching and learning as we investigate everyday language‐brokering events in immigrant families. We consider how children and adult interlocutors collaborate in the construction of knowledge and examine language‐brokering activities as socially situated learning tasks that take place in dynamic zones of proximal development in which knowledge and authority are dynamically reassigned among participants. We present a mixed‐method analysis of everyday cognition entailed in language brokering engaged in by three children from Mexican families living in the Midwestern United States. Zone of Proximal Development, language brokering, bilingualism, childhood
Eksner et al. (Thu,) studied this question.