Category

Language Issues

Strengthening Services for Unaccompanied Children in U.S. Communities

By | Child Well-Being, Immigrant Youth, Immigration Relief, Language Issues, Research Highlight, Trauma, Unaccompanied Minors, Unaccompanied Minors Research

Strengthening Services for Unaccompanied Children in U.S. Communities

Mark Greenberg, Kylie Grow, Stephanie Heredia, Kira Monin and Essey Workie; Migration Policy Institute (June 2021)

This report reviews federal post-release services for unaccompanied minors and highlights ongoing gaps in meeting these children’s needs. It also provides recommendations for the Office of Refugee Resettlement (ORR), state and local governments, and community providers in order to improve outcomes for unaccompanied minors.

Ending the Invisibility of Dual Language Learners in Early Childhood Systems A Framework for DLL Identification

By | Culture: Issues and Competencies, Early Childhood, Language Issues, Law & Policy, Law/Policy Highlight, State Policies, State Policy

Ending the Invisibility of Dual Language Learners in Early Childhood Systems A Framework for DLL Identification

Maki Park & Delia Pompa, Migration Policy Institute (May 2021)

This policy brief provides a framework of the essential elements that should be included to create standardized and comprehensive processes for identifying and tracking Dual Language Learners within early childhood systems.

Resources for Immigrants, Parents and Educators During COVID-19 Crisis

By | Culture: Issues and Competencies, Language Issues, Parenting, Practice, Practice Highlight, Social Work, Youth & Families

Resources For Immigrants, Parents and Educators During COVID-19 Crisis

The Immigration Learning Center (n.d.)

This comprehensive list provided by the Immigration Learning Center includes a variety of resources in different categories that could be useful to immigrants, parents, and educators during the COVID-19 pandemic.

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Language competence in forensic interviews for suspected child sexual abuse.

By | Child Abuse/Neglect Prevention, Child Maltreatment, Child Welfare System Research, Child Well-Being, Culture: Issues and Competencies, Language Issues, Research, Research Highlight, Trauma

Language competence in forensic interviews for suspected child sexual abuse.

Lisa A. Fontes and Amy C. Tishelman, Child Abuse and Neglect (June 2016)

Forensic interviews with children for suspected child sexual abuse require meeting children “where they are” in terms of their developmental level, readiness to disclose, culture, and language. In this qualitative study, 39 U.S. child forensic interviewers and child advocacy center directors discussed their experiences, practices, and opinions regarding interviews with children and families who are not native speakers of English. Recommendations for practice and further research are included.

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Why and How Do Low-income Hispanic Families Search for Early Care and Education (ECE)?

By | Child Well-Being, Culture: Issues and Competencies, Early Childhood, Highlighted Resources, Immigrant Families Research, Immigrant Youth, Language Issues, Parenting, Research, Research Highlight, Resources

Why and How Do Low-income Hispanic Families Search for Early Care and Education (ECE)?

Julia L. Mendez; Danielle A. Crosby, National Research Center on Hispanic Children & Families (May 2018)

This brief uses data from the 2012 National Survey of Early Care and Education (NSECE) to describe why low-income Hispanic parents with young children (birth to age 5) report searching for child care; comparison data for low-income non-Hispanic black and white parents are also reported.

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Addressing Health Disparities in the Mental Health of Refugee Children and Adolescents Through Community-Based Participatory Research: A Study in 2 Communities

By | Child Well-Being, Culture: Issues and Competencies, Highlighted Resources, Immigrant Families Research, Immigrant Youth, Language Issues, Research, Research Highlight

Addressing Health Disparities in the Mental Health of Refugee Children and Adolescents Through Community-Based Participatory Research: A Study in 2 Communities

Theresa S. Betancourt, Rochelle Frounfelker, Tej Mishra, Aweis Hussein, and Rita Falzarano, American Journal of Public Health (June 3, 2015)

The researchers of this study sought to understand the problems, strengths, and help-seeking behaviors of Somali Bantu and Bhutanese refugees and determine local expressions of mental health problems among youths in both communities.

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The Language of the Classroom: Dual Language Learners in Head Start, Public Pre-K, and Private Preschool Programs

By | Child Well-Being, Early Childhood, Highlighted Resources, Immigrant Families Research, Language Issues, Research, Research Highlight

The Language of the Classroom: Dual Language Learners in Head Start, Public Pre-K, and Private Preschool Programs

Megina Baker and Mariela Páez, Migration Policy Institute (March 26, 2018)

This report examines how teachers in different types of programs—Head Start, public pre-K, and private preschool—use English and their students’ home languages to support their linguistic, academic, and socioemotional development.

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Infographic: The Average Day of Low-Income Latino Parents

By | Culture: Issues and Competencies, Immigrant Families Research, Immigrant Youth, Language Issues, Research Highlight, Social Work

Infographic: The Average Day of Low-Income Latino Parents

Claudia Vega, National Research Center on Hispanic Children and Families (Jan 2018)

This infographic compares an average day of a low-income Latino parent to that of their low-income white and black peers.

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Child Care Choices of Low-Income, Immigrant Families with Young Children

By | Child Well-Being, Early Childhood, Immigrant Families Research, Language Issues, Parenting, Research Highlight

Child Care Choices of Low-Income, Immigrant Families with Young Children

Heather Sandstrom and Julia Gelatt, Urban Institute (Nov 7, 2017)

Using data from the National Survey of Early Care and Education, this brief reports differences in the child care settings foreign-born and US-born parents select for their young children.

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Parenting in the Context of Deportation Risk

By | Child Well-Being, Culture: Issues and Competencies, Deportation, Family Separation, ICE, Immigrant Families Research, Immigration Enforcement, Language Issues, Parenting, Research, Resources, Safety, State Policies, Trauma

Parenting in the Context of Deportation Risk

Jodi Berger Cardoso, University of Houston; Monica Faulkner & Jennifer Scott, University of Texas at Austin (June 2015)

This brief highlights the findings from a collaboration between the University of Houston and the University of Texas at Austin that examined the experiences of 40 undocumented Latino parents to better understand their experiences of living “without papers” in Texas.

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