Resource Library

This article bridges research to practice by summarizing an interactive contentenriched shared book reading approach that Spanishspeaking parents of preschoolage children can easily use in the home to accelerate content vocabulary knowledge in Spanish.

Drawing on ecological perspectives, this study examined the foundational assumption behind the negative stereotypes that surround children of mixed parentage in South Korea; namely, that their alleged deficiency in the Korean language will cause numerous issues for Korean society.

While families play a vital role in the early literacy skills of young English Learners, their educators often do not share the same backgrounds or cultures, and may not know how to connect with parents who are linguistically and culturally different.

Immigrant children's ambitious educational choices have often been linked to their families' high level of optimism and motivation for upward mobility. However, previous research has mostly neglected alternative explanations such as information asymmetries or anticipated discrimination.

The purpose of this study is to offer a nuanced examination of how Black families influence academic achievement and college-going by disaggregating data by ethnicity and nativity.

OBJECTIVES: The objectives of this study were to evaluate a culturally tailored parenting support program (Ladnaan) for Somali-born parents and to determine its effectiveness on children's emotional and behavioral problems.

Mentoring is an ongoing, regular, reciprocal process of advice-sharing, involving a mentor and a protA(C)gA(C) in an agreed pattern over an extended period.

This article addresses the inclusion of immigrant minority language students in Content and Language Integrated Learning (CLIL) bilingual education programmes.

Shared reading represents an established practice to foster preschool vocabulary development, particularly when coupled with explicit instruction in word meanings. However, a question remains as to whether explicit word definitions detract from story delivery and hence language learning.

This study reported the development and initial validation of the Survey of Parent/Provider Expectations and Knowledge (SPEAK), a self-administered questionnaire assessing expectations and knowledge about early childhood cognitive and language development.