Category

Language Issues

Toolkit – Latino Grandfamilies: Helping Latino Children Thrive Through Connection to Culture and Family

By | Adoption, Culture: Issues and Competencies, Family Separation, Foster Care, Immigration Enforcement, Kinship Care, Language Issues, Practice Highlight, Social Work, Social Workers, Toolkits, Handbooks, Guides & Books, Trauma

Toolkit – Latino Grandfamilies: Helping Latino Children Thrive Through Connection to Culture and Family

Generations United (November 21, 2021)

This new toolkit provides resources and tips to child welfare agencies, other government agencies, and nonprofit organizations so that they can better serve Latino grandfamilies regardless of child welfare involvement.

The Impacts on English Learners of Key State High School Policies and Graduation Requirements

By | Immigrant Families Research, Immigrant Youth, Language Issues, Research, Research Highlight, Social Work

The Impacts on English Learners of Key State High School Policies and Graduation Requirements

Julie Sugarman,  Migration Policy Institute (November 2021)

This research report discusses how state policies around high school completion may have an impact on English Learners (ELs) education. It also discusses opportunities to ensure ELs are provided access to a high-quality education, while still allowing the schools flexibility to accommodate local needs.

Best Practices for Child Welfare in Working with Families with Immigrant Members

By | Child Well-Being, Deportation, Detention, Foster Care, Highlighted Resources, ICE, Language Issues, Practice Highlight, Social Work, Social Workers

Best Practices for Child Welfare in Working with Families with Immigrant Members

Migration Policy Institute & American Public Human Services Association (November 2021)

This practice guide provides recommendations and steps child welfare agencies can take to improve how they address the needs of immigrant families and promote child well-being.

How Systemic Inequities in Language Access are Impacting Asian, Pacific Islander, and African Immigrant and Refugee Communities During the Pandemic

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

How Systemic Inequities in Language Access are Impacting Asian, Pacific Islander, and African Immigrant and Refugee Communities During the Pandemic

 Derek Lin, MPH, Research and Policy Analyst, New Mexico Voices for Children and Judy Barnstone, Ph.D., Associate Professor, New Mexico Highlands University (August 2021)

This report documents the findings of a mixed-method study exploring language access-related challenges experienced by refugee and immigrant communities in New Mexico during the pandemic.

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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