CHILD TRANSLATORS AND SHIFT IN FAMILY DYNAMICS

The Social and Cultural Impacts of Child Translators on a Traditional Immigrant Family

Structure

Kimberly Molina

Global Studies and World Languages Academy at Tallwood High School

Gregory Falls
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Abstract

This paper examines the shift in family dynamics within Latin and Asian immigrants in the

United States due to the utilization of children as translators. Most commonly in immigrant

families, the dependency on children to translate for them is evident since children learn the

general language in educational institutions provided by the country. Having children become

that connecting bridge between the immigrant and any other individual causes the child to take

on responsibilities typically handled by an adult thus changing the traditional family structure. It

is important to take into consideration how translating effects the child at the time and in the

future therefore causing changes within the family as well. There is a bevy of research done on

the process one goes through while translating and the mental effects it has on a person but this

paper presents how those mental events changes the role of superiority within the household,

specifically in immigrant families. This paper also evaluates possible solutions that could benefit

both the adults and the children such as laws that require certain institutions to provide adequate

assistance to the adult, reinforcing the traditional parental role in the household and lessening the

pressure on the child.

Table of Contents
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Abstract……………………………………………………………………………………….…...2

Table of Contents……………………………………………………………………………….....3

Introduction…………………………………………………………………………………….….4

Limitations…………………………………………………………………………………….…..5

Literature Review……………………………………………………………………………........6

Discussion…………………………………………………………………………………….…..8

Traditional Family Structures……………………………………………………….…….8

Psychological Effects of

Translating………………………………………………….….11

Shifts in Family Dynamics…………………………………………………………….....13

Alternatives to Child Translators…………………………………………………….......15

Conclusion………………………………………………………………………….....................17

Works Cited……………………………………………………………………………………...19

Appendices…………………………………………………………………….…………………22
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Introduction

In the eyes of any immigrant family, the world begins with children. Children act as a

bridge connecting the culture and experience of the old world to the new and unknown world

they now live in. One of the most important qualities these kids have that many don’t notice is

the power of language, specifically the power they have to exercise multiple languages. However

having this power to understand languages comes with a responsibility that causes many children

to struggle. When put in a position where a child needs to translate information to their parents,

or other family members, the child takes over the role of responsibility in the family. While child

translators perform their tasks, their social and cultural roles transform into ones normally

conducted by the parents, which cause a shift in the traditional family structure.

Tasks that are normally done by parents or adult family members like filling out a job

application or setting up a doctor's appointment aren’t so easy to do when there is a language

barrier. So when there is a situation where crucial information needs to be understood, the easiest

way to communicate is through these child translators. In the United States there tends to be a

lack of resources dealing with translators and interpreters so many of these immigrants who can’t

speak the language rely on their children. However many children are still developing their

understanding of the language which can lead to misinterpretation of a situation, causing the

problem to intensify. Having this pressure of accurately translating information for their family,

can cause these kids to develop mental or psychological, like the ability to effectively

communicate, that can complicate more over time. Other than the immediate struggles a child

translator faces in situations, back at home the family dynamic changes because these family

members now rely on children. Therefore, not only are children taking on difficult tasks at the
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moment but they also now feel obligated to take part in adult responsibilities at home because

they proved they could handle such tasks.

Limitations

GEOGRAPHICAL RESTRICTIONS

This paper will be concentrated on the children of immigrant families, living in the

United States. Since the United States has a plethora of cultures and ethnic backgrounds, the

author decided it would be ideal to work within that one country. While it is important to look

into multiple ethnic backgrounds for the sake of this particular issue the focus group will be

mainly immigrant families from Latin American countries like El Salvador, plus countries in

Southeast and East Asia. Due to limited information available for African countries and countries

in the Caribbean, this paper will have little to no details about their perspective.

PERSONAL BIAS

The author of this paper grew up as a child translator herself meaning that her

perspectives intertwine with the research done. The author is very passionate about the topic

since they have had personal experiences with the struggles of being a child translator. The

author is from the Latinx community which comes to show that she has dealt with the topic first

hand and looks into many other Latinx individuals as a reference. Even though the author has

ties with the situation, the author includes case studies and a multitude of examples that not only

correlate with her ethnic background but other many cultures as well. Furthermore, by including

different perspectives from a bevy of nations, the author decreases the chances of having a biased

outlook on the topic presented.

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Literature Review

NATURAL TRANSLATION

In the year 1976, Brian Harris wrote a paper explaining the concept of “natural

translating” and how this topic should be studied. Before Harris began his research in natural

translation, most research about any type of translation was done with professionals and focused

more on a proper way of translating. Most believed that literature and rhetoric were one of the

most important factors in translating however, Harris then argued that, “If, though, we pursue

the parallel with linguistics we shall find ourselves compelled not merely to include the humble

and the everyday: we shall have to give them priority” (Harris 1976). Taking this new approach

to translating, Harris developed a definition to go with his idea of natural translating,

The translation done by bilinguals in everyday circumstances

without special training for it.

With his new definition and and other quotes, Harris explained that any research or data dealing

with the science of translating should come from natural translation over any other method, such

as literary or technical ways of translation.

Now that there was a new perspective brought up on how translating should be studied

and which individuals have this skill, Harris conducted research to then enforce his point on

those who contradicted the idea. Harris, along with Bianca Sherwood, wrote a paper elaborating

on the theory of natural translation and mentioned to a great extent that, “all bilinguals are able to

translate” and this includes children too. Within the detailed work that Harris and Sherwood

studies, they realized that the children who were able to manage multiple languages also were

able to adapt more to interact with different cultures. However with this process of “switching
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cultures” the child was, “more conscious of culture switching than of language switching”

meaning that the culture impacted the children more than the act of translating (Harris 1978).

Since then there was an increase of interest of the effects between children and the act of

translating, usually for a family member. For example in a study done in 1996 by Lucy Tse and

Jeff McQuillan, presented to the American Education Research Association in 1996, the two

authors analyzed not only how a child translate a conversation between two adult figures but also

how culture, cognition, literacy, and overall control of language affected the way the child

translated (Tse & McQuillan 1996). Even though there has been research discussing what

specific influences affect the accuracy of the translated conversation done by a child, there is

limited information on how such interactions affect the family structure.

LAWS RESTRICTING CHILD TRANSLATORS

When children are in situations where they have to interpret information for their parent,

whether that be medical or legal issues, these child translators feel obligated to do their best in

accurately getting that information to and from their family member. While carrying that

responsibility, feelings like anxiety and guilt if information is misinterpreted which could cause

the already difficult situation worse. Child psychologist Leland Yee, who has been against any

laws permitting the use of child translators, states

Parents are the ones that are supposed to take care of the kids, and all of a sudden

now you're putting greater responsibility on that child to the point where it is that

child now who really controls the information and those kinds of power

relationships are extremely sensitive, and we really need to be very careful about

that in dealing with parent-child relationships.

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Yee and many others concerned about the effects of translating on children believe that it should

not be a child doing the translating but rather a professional translator or volunteer suitable for

the task. Not only is this situation challenging for the children but also could have a negative

impact on the adult’s case if the information is not accurately delivered. Because of these two

main fears, there are laws set in place to avoid having a child to take such responsibilities in the

first place. For example the 1970 Memorandum Regarding Language Minority Students, written

by the Department of Education, states that schools have an obligation to provide student related

activities in languages other than English to those who don’t speak English to ensure that

individuals are not discriminated against according to Title 6 of the Civil Rights Act of 1964

(Pottinger). Laws such as these permit the adult figures to take responsibilities for the problem at

hand without needing to depend on their children to help them understand the information, which

helps stabilize the traditional parent-child relationship.

Discussion

TRADITIONAL FAMILY STRUCTURES

Almost anyone who lives on the face of the earth is well aware of the stereotypical family

structure: one who takes on authority and either one or more individuals who follow the

guidance of the elder. This structure is seen worldwide no matter where the family is from

however, due to the advancements of civilizations something as simple as language can change

the roles of the individuals in a family.

In the United States it is recorded to have 6,241,000 Latin Americans in 2015, according

to the 2015 United States Census meaning that a slightly different family structure is introduced

into the society. Within this population it is known that marriage is an early occurring event and
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often happens in the early 20s of one’s life (Ventura and Bachrach, 2000). This being stated, it

can be assumed that due to the young age, the lack of experiences make it difficult to raise their

first child, however, due to the knowledge gained through the first child, it is easier for the

parents to raise their second or third child. Even though both parents are new to the concept of a

developing a family and it is typical for a male figure to have a sense of superiority, but it is

important to point out that 25% of Central and South American families have a female

householder (National Center for Health Statistics, 2003). A common characteristic of a Latino

household is having a “machista” viewpoint or a over protective, sexist, and authoritative male

figure. It is expected of these figures to have control over their homes however once a family

moves to a different country, in this case the United States, it is easy for those values to dilute

because of societal changes such as language and communication. Even though machismo is

prominent in Latin American households, the author would like to mention that this paper does

not want to enforce this stereotype but does realize it is common within the household.

Latin Americans are not the only ones with a strict home foundation, in fact Asian

Americans face a similar format. It is seen that in Asian American families, the responsibility is

in the hands of the father to be passed down to the eldest son, which in turn leaves a younger

sibling to fill up the shoes of the eldest child almost in a hierarchical format (Hildebrand,

Phenice, Gray, and Hines 2000). Such foundation could be compared to the machismo mindset

seen in Latin American families, having preference towards males in the family structure. Along

with having a main male role in the family, it is also seen that Asian American households tend

to have more than one generation living within the home. This causes for traditional values to be

more present in the household and have the family structure set in stone due to the influence of
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the older generations. Jenee Odani, an Asian American woman living in the United States, states

on a NBCNEWS article:

They (her parents) tell him (her son) stories about what I was like

growing up, and I think that helps him more clearly see the role

that we each play in our family.

This testimony is an example of how traditional values are instilled even in a different country

such as the United States. On the contrary, there are large populations of people who defy the

“male leading” cultural structures, Filipinos being a major example. In the Filipino household it

is common for males and females to have the same amount of responsibility and in fact they

have an equal opportunity in society when it comes to job offers or any public relation (Espiritu

1995).

While female and male adults seem to struggle when it comes to asserting their

dominance in the home, children will forever have a set role of obeying either gender, and their

position in the family is to follow the guidance of their elders to continue the family name. Even

though there are problems with the characteristics of some the traditional family structure, like

how machismo enforces misogyny or how over-protectiveness leads to stress, having an adult

with experiences allows for a child to develop their idea of a role model. Even with the set

system placed for the different family structures, having another language into the United States

could make it difficult for the rest of the population to communicate with these immigrants so

most of them use English as a standard way of conversing. Relying on someone, in most cases

children, could shift the level of dependence of: the child on the parent to then the parent on the

child. This new responsibility threatens the traditional family dynamics and marks the beginning

of a new system in which the child now takes over.

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PSYCHOLOGICAL EFFECTS OF TRANSLATING

There has been a multitude of studies that examine the psychological and emotional

changes a child has while translating and translating over time concluding overall that translating

at a young age has a negative impact on the child. When translating a child has to take into

consideration which words to utilize and how specific one should get to get the information

across both parties. This not only has a child thinking about the proper vocabulary to use but

also, any cultural meanings that could affect the context of the conversation at hand. To put it

into perspective a study, conducted by Brian Harris, examined how an Italian boy translated a

business proposal between his angry father and the proposer:

Father to son: “Digli che é un imbecillé!” (Tell him he’s a nitwit.)

Son to third party: “My father won’t accept your offer”.

Father angrily in Italian: “Why didn’t you tell him what I told

you?”

This exchange between the father, the son, and the third party made the child have to debate

what is acceptable to communicate in one culture and what would make the situation less intense

overall. As seen in the exchange, due to not saying the words the father wanted his son to say

directly, the son received just as harsh a response as intended to the third party. Research

conducted by Valero-Garcés states that when translators do their job they act as "catalysts and

cultural consultants” meaning that it is much more than direct translating and further explains,

“the interpreter must possess tremendous emotional stability in order to successfully undertake

certain aspects present in the nature of their work” (Valero-Garcés). The same study analyzes the

different mental approaches that factor into the translators work and how the work affects them
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as well by breaking it into three main variables: personal variables, situational variables, and

contextual variables. In summary for a translator to do its job effectively, they must have had

some experience dealing with the issue that the person whom they are translating for is dealing

with and having an appropriate environment to have the conversation between the individuals.

Children are too young to have any experience dealing with such trauma and in cases of

serious interactions dealing in places like in a medical room or a lawyer’s office, the child can

feel uncomfortable to even process the information presented to them. In a case dealing with 300

adult public service interpreters, or PSI, the author of the study, Baistow claims

Approximately 39% of the participants reported sometimes

experiencing strong feelings of anxiety, irritability, fear, mood

swings, confusion or feeling disturbed during an assignment. . .

If 120 individuals out of 300 who were trained to be in such situations still were overcame by

such emotions then it is unimaginable how a child could be feeling in such events. Over time

these sensations could grow and have a toll on a child’s mental state then affecting the way they

can communicate not only with their parents but other people in society as well.

Translating has many components, there is the interpretation of literal information, the

adaptation of words to fit the culture, and the emotions dealing with the interaction. Translators

who are able to sympathize with the person who they are translating for tend to have a better

connection however these trained service people still feel anxiety and other psychological

difficulties. It is imperative to mention that children have no training, they are put into these

cases to help their families and as time passes by their future mental state could alter

considerably in a negative aspect. Those changes could shift the way the child acts in public and

in their own household, again creating an adjustment to the family dynamic.

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SHIFTS IN FAMILY DYNAMICS

Parents are forced to depend on their children to interpret for them and as seen in other

research these changes alter the way the adults and the young ones interact with each other at

home and in public. When a child manages to overcome the difficulties involved with

translating, the parent feels as though the child is qualified to continue to take responsibility in

future events. According to Fuligni, Tseng, & Lam (1999), in both first generation Asian

American and Latino American adolescents, their sense of responsibility in supporting their

family thus emphasizing the emotions tied in with them being worked as a way to connect their

immigrant parents to the society they live in now. After time with having gained experience in

taking authority over situations, it almost becomes natural for the child to take parental roles

again, shifting the original role of the parent in the household to being dependent on their child.

An example of this dependency is one the author had a with a young 13 year old, Latino,

male in Virginia Beach through an interview. His name is Jose Luis Rodriguez and his parents

come from Honduras, a country in Central America which has had many problems dealing with

their government and violence, hence why his parents came to the United States. When asked

when he started to translate for his parents he responded that he began as early as in the 4th

grade. As Jose Luis got comfortable, he mentioned that he translated in legal situations and

medical situations adding in that he feels,

. . . Smart that I can translate two languages fluently and I

feel happy that I can help others.

However when asked when asked how he thought his parents felt about him translating for them

he states the following:

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Both my parents are hispanic and their main language is

spanish so I feel like I have to do this kinda.

This sense of obligation is common with other children who translate for their parents and

throughout time it almost feels natural to take over for their parents. Lastly in the interview the

author asks:

Author: Do you feel like your family members depend on you?

Jose Luis: Of course they depend on me because back in their

homeland, they don’t have the opportunities like they do here in

America therefore, since I know two languages I have to translate

conversations to help my parents get those opportunities.

Author: How does that affect your relationship with them?

Jose Luis: They feel like they need to learn the language in order to

understand more so that they don’t have to ask me for favors

anymore.

With this interview (for the full interview refer to appendix a), it can be seen that parents often

have a sense of dependency on their child and now the child feels as though it is their duty to

carry the power traditionally pertaining to the adults. When it comes to taking this additional step

in authority, it is imperative for parents to take the first step towards a healthy family structure

whether that be asking an adult to go to these appointments with them or learning English

themselves.

ALTERNATIVES TO CHILD TRANSLATORS

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There are many comments about the use of ESL programs, both positive and negative,

but with no doubt in the long run it all seems to increase the percentage of students learning the

language. A critique done by Emily Anderer states that, “ESL immersion is the least effective

form of instruction for ELLs (English Language Learner)” elaborating that this statement applies

in a long-term process (Anderer). On the contrary Anderer also includes that over time as the

skills involved with learning English are involved in the lives of the student, they tend to be more

successful in the language. This same results are seen in different source that states: with the

integration of the language in the student’s live’s has a higher probability of understanding

English more, thus promoting using such communication more often (Campell). With the

extensive research done about the effectiveness of ESL programs, it is concluded at overall

including such learning environments is a huge benefit for those who wish to learn English.

Since there is a large population of individuals in the country, 970 ESL institutions were set up in

the United States with at least 2 institutions in each state, according to ESL Directory. ESL

programs then allow for immigrant parents to advance in the language needed to communicate in

the country thus decreasing the use of their child as a translator. Learning English causes the

parent to regain the responsibility their children once had, fortifying the traditional family

structure which provides a way for children to have a set role model and play their role as a

child.

Recovering from the effects of depending on a child translator takes time and even with

the resources available for the parents, English as a Second Language programs for example, it

still takes more for communication between the immigrant parent and another person to run

smoothly without the help from the child. Offices, such medical or lawyer offices, also have a

responsibility in providing an alternative for individuals who do not speak the language used in
CHILD TRANSLATORS AND SHIFT IN FAMILY DYNAMICS
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the office. A handful of states in the U.S. have taken legal steps towards holding these

environments accountable for providing basic language needs for their consumers which include

the use of professional translators. In the past it was seen how the child translating culture

influenced a state to take action towards the prohibition of children being used in these

environments, explicitly in the state of California. From child translators to psychologists within

the state looked at the law in great detail, some expressing the damages that children go through

while translating to give the law some support. However, a concern these individuals had

towards the law was the fact that the law doesn’t mention the implementation of experienced, in-

person translators in these work places. In an interview done by NRP News, the interviewer

states. “If the new law passes, Susanna would be in a tight spot. Her daughter wouldn't be able to

interpret for her anymore, but the clinic would not be required to find someone else who could”

which would avoid children going through such a difficult process but would create another

barrier for the family (Jauregui). Due to the need for communication to occur between the

immigrant parent and the office worker, the development of many policies have been created to

address this situation. According to the Commonwealth Fund,

Some states have implemented or are developing department-wide

language service plans. In others, the language service plan or

policy applies to a specific subset of the department, such as the

Medicaid agency within the Department of Health.

The inclusion of these necessities act as a standard that could be used in offices around the

country, not exclusive to medical oriented environments, which benefits all parties involved (M.

Youdelman, J. Perkins, J. D. Brooks, and D. Reid). Laws and other legal initiatives, like the
CHILD TRANSLATORS AND SHIFT IN FAMILY DYNAMICS
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ones mentioned, spark the adult figures to take responsibilities for the problem at hand, thus

permitting the traditional family structure to take into effect, leading to the growth of the child.

Conclusion

Parents have an important role in the family, they act as model for their child which helps

the child grow into a successful individual. However when child translators transform the parent-

child role in the household, specifically in an immigrant home, the development of the child is at

stake. Therefore, immigrant parents have to take initiative to seek those resources that could aid

them in any process they are involved with to enforce their position in the family. However, not

all the burden should be held on the parent but there also has to be resources present for the

parent to take advantage of in the first place so, anything from translators already in offices or

English as a Second Language (ESL) programs for them to learn English. While child translators

perform their tasks, their social and cultural roles transform into ones normally conducted by the

parents, which cause a shift in the traditional family structure into one that hurts the child’s

development and one that prevents the parent in becoming their child’s role model.
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immigration-united-states
Appendix A

Interview:

Name: Jose Luis Rodriguez

Student at Plaza Middle School
Age 13

Question 1: When did you start translating for your family members?

Jose: I started translating for my parents when I was in 4th or 5th grade.

Question 2: Since then how often do you translate and what exactly do you translate?

Jose: Whenever they need help looking for information like for doctor stuff or even legal things
and I translate papers or information between people.

Question 3: Describe how you feel while translating.

Jose: I feel smart that I can translate two languages fluently and I feel happy that I can help
others.

Question 4: After translating for so many years do you ever feel pressured in any way?

Jose: Not really, since I'm used to it.

Question 5: Do you feel like you have more responsibility in your household compared to other
kids your age?

Jose: Yea, Both my parents are hispanic and their main language is spanish so I feel like I have
to do this kinda.

Question 6: Do you feel like your family members depend on you?

Jose: Of course they depend on me because back in their homeland, they don’t have the
opportunities like they do here in America therefore, since I know two languages I have to
translate conversations to help my parents get those opportunities.
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22

Question 7: How does that affect your relationship with them?

Jose: They feel like they need to learn the language in order to understand more so that they
don’t have to ask me for favors anymore.