This paper examines language-brokering events to better understand how children utilize their linguistic resources to create spaces where the coexistence of two languages can enable or restrict understanding and learning of academic content for themselves and others. An analysis of the structure of language-brokering events reveals that different directional processes and points of initiation are involved, and that these structures lead to different consequences for learning. The data illustrate the socially constructed nature of language brokering and the active participation of young children in constructing their roles, community, and learning in classrooms. Although language brokering can facilitate comprehension and participation among second-language learners, the paper suggests a cautionary note about the possible unintended consequences of language-brokering events for second-language learners. (Contains 2 charts, 3 transcripts, and 1 footnote.)