Skip to main content

The Influence of Language Brokering on Hispanic Teenagers' Acculturation, Academic Performance, and Nonverbal Decoding Skills: A Preliminary Study

Buy Article:

$53.17 plus tax (Refund Policy)


This study replicates and extends R. Buriel, W. Perez, T. L. De Ment, D. V. Chavez, and V. R. Moran's (1998) study to assess the influence of language brokering on acculturation, biculturalism, and nonverbal decoding in U.S. culture as well as the subsequent influence of these variables on academic self-efficacy and grade point average. Bilingual Hispanic teenagers attending U.S. public schools ( N  = 89) completed written and video questionnaires. The analyses revealed relationships between language brokering, acculturation, biculturalism, academic self-efficacy, and grade point averages for the junior high school participants as well as relationships between language brokering, academic self-efficacy, and grade point average for the senior high school participants. Analyses yielded no significant results related to nonverbal decoding in U.S. culture.

Keywords: Hispanic adolescents; academic performance; acculturation; biculturalism; language brokering; nonverbal decoding skill

Document Type: Research Article


Affiliations: University of Arkansas, Fayetteville, Arkansas, USA

Publication date: January 1, 2004

More about this publication?

Access Key

Free Content
Free content
New Content
New content
Open Access Content
Open access content
Subscribed Content
Subscribed content
Free Trial Content
Free trial content
Cookie Policy
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more