Children of multilingual immigrants frequently serve as “little interpreters” for their families and communities. They assist with translation during doctors’ appointments, help make sense of utility bills, and translate school records, among other responsibilities. This process, known as language brokering, is necessary because families need assistance navigating systems in a second language and an unfamiliar culture. While this role develops students’ cultural competency and communication skills, it also places them under increased pressure that schools do not always acknowledge or support.

Research shows that students who frequently translate for their parents face additional emotional and academic challenges, especially when institutions rely on them for tasks that should involve professional interpretation services. This added responsibility can lead to stress and conflict between familial and academic expectations without sufficient support.

Language support is a shared institutional responsibility, and schools are in a powerful position to acknowledge these students’ contributions. Schools can do so by training faculty members, offering emotional support to students, and creating clear boundaries around student translation. They can also validate students’ efforts and foster a more inclusive environment for multilingual families.

Recognizing the Value of Students’ Language Skills

Students who act as translators for their families develop a sophisticated set of real-world skills that extend beyond basic language ability. As language brokering requires maturity, responsibility, and strong communication skills, schools should view it as a meaningful asset—one that enriches both the students’ personal growth and the broader school community.

Teachers and administrators can validate students’ contributions by highlighting the importance of their work in bridging linguistic and cultural gaps between schools and families. They may publicly recognize their efforts through classroom discussions, newsletters, or parent-teacher meetings. This validation sends a message that students’ multilingual abilities are a valued part of their identity and school experience, and are also helpful at home.

Another way to normalize linguistic diversity is by establishing inclusive classroom practices. Simple steps make students from a range of backgrounds feel more comfortable in schools: featuring multilingual labels around classrooms, including greetings in different languages, or building opportunities for students to display and share their linguistic knowledge. Studies find that inclusive language policies support students’ sense of belonging and facilitate multilingual students’ academic engagement.

By recognizing and validating their skills as an asset rather than a burden, schools can help students see their multilingualism as a powerful tool that benefits both their families and the school community.

Make Communication With Families Easier

Schools can reduce students’ translation burden by improving how they communicate directly with parents. This ensures that families stay well-informed and included, as students do not have to serve in adult roles or handle complex translation tasks.

Schools can accomplish this by offering newsletters, memos, registration forms, enrollment materials, and other online portal content in their communities’ multiple languages. Studies have found that when schools send translated correspondence home, parents are more likely to attend school events and stay informed about their child’s progress in school. For instance, the Child Trends Data Bank reports that nearly 81 percent of schools serving low-income, non-English-speaking families provide translated school memos and newsletters as well as interpretation at PTA meetings.

Another approach is to use simple, clear language in communications, which reduces misunderstandings and lowers stress for families. When documents avoid jargon, technical terms, and unnecessarily complex phrasing, immigrant families can grasp the information more easily.

The third approach is to offer professional interpretation services rather than asking students to translate at events where parents are invited. All school events should ensure accurate, respectful communication between school staff and families. This prevents children from being placed in adult situations and helps maintain privacy, clarity, and trust.

Give Students Practical Support in the Classroom

Beyond acknowledging students’ translation work, schools can offer concrete support and strategies in the classroom so that students don’t feel overwhelmed juggling home translation duties while managing their own academic responsibilities. These resources help students stay healthy, perform well academically, and thrive personally.

One strategy is to teach students directly about stress and time management. Teachers may consider allocating class time or conducting workshops to help students map out their schedules (including translation duties), break larger tasks into smaller steps, set priorities, and establish routines.

Another important practice is offering flexible deadlines or showing understanding when translation duties conflict with schoolwork. Occasional extensions or modified timelines can relieve pressure without lowering expectations. Teachers could also allow alternate ways to demonstrate learning if translation duties make standard work difficult.

Peer support can also play a powerful role. Schools can create or support multilingual clubs, peer mentoring, or study partner systems where students share not only academic help but also experiences, strategies, and emotional support with one another. Seeing others in similar situations may help reduce feelings of isolation and build a sense of community.

It’s also important to foster spaces where students can speak frankly about the challenges of interpreting at home. This can take the form of routine check-ins with a counselor, class discussions in some cases, or private conversations with teachers. Knowing that they are not alone makes it more likely that students will seek help, acknowledge stressors, and get support before problems escalate.

When practical supports like these are in place and woven into school systems, students are not just seen, but actively supported. The result is improved well-being, less burnout, and stronger academic engagement, allowing students to thrive both in their roles at home and academically in school.

Conclusion