Category

Language Issues

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.

Growing Language Skills with Immigrant Families: Spreading and Adapting 2Gen Working Practices

By | Culture: Issues & Competencies, Language Issues, Practice, Practice Highlight, Social Work, Social Workers

Growing Language Skills with Immigrant Families: Spreading and Adapting 2Gen Working Practices

The Aspen Institute (October 14, 2021)

This webinar discusses different approaches used to help grow language skills in the immigrant community.

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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 & 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.

https://www.nmvoices.org/archives/15665

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 & 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 & 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.

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 & 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.

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

By | Child Well-Being, Culture: Issues & 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 & 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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