First a terminology round-up. The term language brokering came into use in the 1990s in the USA. The story of its later subdivision into child language brokering, etc., has already been told on this blog. To find the relevant post, enter school language brokering in the Search box on the right. As usual, the thing existed before the word for it: an early paper a Canadian school teacher and myself classed it as a form of "community interpreting" (see Sources below). As that early paper showed, the ability to interpret is not the preserve of exceptionally gifted youngsters; it's quite everyday in immigrant communities.
Child and adolescent language brokering in schools has been commented on favourably in this blog. However, there are admittedly some disadvantages and dangers. They are discussed extensively in the Cline-Crafter report listed below. It's therefore desirable for a school or related organization that uses students as language brokers to have an explicit policy that lays down what the latter can and can't do. The Cline-Crafter team has produced a Guide to Good Practice. Here's a more recent 'job description' from the EMTAS movement, which has pioneered SLB in the UK.
"Young Interpreters are trained to welcome new arrivals and make pupils with EAL feel settled at school. For instance, Young Interpreters might give tours of the school, play a game at break time, demonstrate routines, take part in activities which promote multilingualism, etc. The role of Young Interpreter is not to replace bilingual staff or professional interpreters. Pupils operate in situations which only require everyday language and do not miss out on their own learning to help others.This is a view of SLB that goes beyond simple transposition of language and recognises brokers as facilitators of understanding between diverse cultural groups.
"At times, Young Interpreters may rely on their languages when these are shared with their buddies. At other times, they will tap into other skills to welcome pupils with whom they do not share a language: pupil-friendly English, visuals, body language, etc. This means all new arrivals can feel welcome from the start, even when no one else speaks their language. Young Interpreters therefore interpret in the broad sense of the term but most importantly, they are empathetic friends.
"As such, Young Interpreters can and should be selected from amongst bilingual learners as well as learners who only speak English and who have much to bring in terms of kindness and friendship. By selecting EAL and non-EAL pupils to train as Young Interpreters, the co-ordinator will send strong messages to the whole school community: everyone can welcome new arrivals, from the multilingual to the monolingual."
Tony Cline (University College London) and Sarah Crafter (Institute of Education, London). Child Language Brokering at School. London: Nuffield Foundation. Click [HERE] or go to http://www.nuffieldfoundation.org/child-language-brokering-school
Astrid Dinneen. What it means to be a Young Interpreter within the ethos of the scheme. Young Interpreters Newsletter, No. 31, Hampshire EMTAS, April 2018. Click [HERE] or go to https://dmtrk.net/YU8-5ITPW-21IFJ1AS41/cr.aspx
Carolyn Bullock and Brian Harris. Schoolchildren as Community Interpreters", 1995. Click [HERE] or go to https://www.academia.edu/3087237/Schoolchildren_as_community_interpreters