Ofelia García and Marjorie Faulstich Orellana discuss language brokering as a particular form of the more general kinds of translanguaging practices that bilinguals engage in. They consider the implications of a “translanguaging” framework for language education in general, and bilingual education in particular, and offer ways for teachers to build on the skills and experiences that youth have in crossing linguistic borders.
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Orellana et al. (2014) studied this question.