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This article traces a community-based participatory action research (CBPAR) project which engaged local non-profits and the immigrant community in Flint, Michigan, USA, to identify areas for growth in support of local immigrant-background residents. Collaborative data-gathering began in 2015 with the creation of a community asset map which outlined existing services available to immigrants, as well […]
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In most studies investigating the educational outcomes of linguistically diverse students, variables that identify this population have been considered as static. In reality, owing to the dynamic nature of students and their families, students’ home language environments change over time. This study aims to understand how elementary school students’ home language environments change over time, […]
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Second language (L2) writing researchers have demonstrated that bilingual writers draw on their native language to fulfill task requirements. A growing number of individuals are learning a language beyond their second, and, despite an increased interest in third/additional language (L3/Ln) development, few empirical studies have considered writing practices from a plurilingual lens. To fill this […]
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• This study examines an innovative two-generation ESL program within Head Start. • Participants learn both English language skills and about children’s development. • The paper examines the progress of parents and the perspectives of parents and staff. • ESL parents had high levels of attendance, completion, and English language advancement. • Focus group data […]
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Introduction: Developmental vulnerabilities in pre-school aged children from culturally and linguistically diverse (CALD) backgrounds with low English proficiency are less likely to be identified through universal developmental surveillance. Barriers include low parental health literacy and low rates of attendance to mainstream child and family health services. Late detection of developmental vulnerabilities can have lifelong impacts […]
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Background: In New South Wales (NSW), the use of mainstream early childhood nursing services by families of refugee background is limited. Our aims were to describe a targeted Early Childhood Nurse Program after its first 12 months of operation, including staff impressions of achievements and how the program might be improved. Methods: Routinely collected data […]
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It can be difficult for families with young children to navigate early childhood development supports. In particular, newcomer families often encounter additional barriers and require resources, programs, and services that are tailored to their unique assets, experiences, and needs. We conducted a scoping review of the literature published between 2000 and 2019 to explore what […]
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With a qualitative approach drawing from four focus groups, this study explored what aspects of preschool were valued most by 30 low-income Latino/a immigrant parents with children enrolled in a state-funded preschool program in Texas. Beyond the push and pull factors of necessity, convenience, and supply, parents reported valuing the responsiveness of the school to […]
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Early childhood education and care (ECEC) can have substantial beneficial effects on overall child development and educational success for children from disadvantaged backgrounds. Unfortunately, it is well documented that they are underrepresented in quality ECEC programs. In order to improve access to quality ECEC, it is important to understand the factors leading to these inequities. […]
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Multiple sources of strong evidence indicates that peer support groups can improve newcomer mental health symptoms. Three systematic reviews, as well as four additional studies, demonstrate positive outcomes from peer support groups in various newcomer populations. Such groups appear to provide a unique benefit to both participants and newcomer leaders in enhancing social connections, expanding […]
