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

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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

DOI: http://dx.doi.org/10.1080/10646170490275459

Affiliations: University of Arkansas, Fayetteville, Arkansas, USA

Publication date: January 1, 2004

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