Resource Library

Ideology, identity and agency are central concerns in the current study of multilingualism and transnational families as greater analytical attention is given to how multilingual families imagine and collectively construct themselves.

Rising immigration enforcement in the U.S. interior over the past decade increased the chances that the estimated 5.3 million children living with unauthorized immigrant parents, the vast majority of them born in the United States, could experience the deportation of a parent.

Children of immigrants can benefit from attending prekindergarten, though they enroll less, on average, than children with US-born parents. This fact sheet focuses on strategies for building trust and good relationships with immigrant parents and for designing immigrant- and ELL-friendly programs.

Children of immigrants can benefit from attending prekindergarten, though they enroll less, on average, than children with US-born parents.

As part of a project analyzing existing large-scale data sets with information about the ECE experiences of Hispanic populations, this brief describes survey data elements relevant to studying the patterns and characteristics of Hispanic families' ECE use.

The present study examined the direct and indirect relations of family contextual factors, effortful control (EC), and the early math and English literacy skills of first and second-generation Chinese American immigrant children in early elementary school.

This study examined the family language policies (FLP) of Korean American parents and how the language practice, management, and ideology components of their FLP and demographic variables predict maintenance of the home language.

The Welsh language, which is indigenous to Wales, is one of six Celtic languages. It is spoken by 562,000 speakers, 19% of the population of Wales, according to the 2011 U.K. Census, and it is estimated that it is spoken by a further 200,000 residents elsewhere in the United Kingdom.

Drawing on research about East Asian (mainly Chinese, Korean, and Japanese) heritage language (HL) teaching and learning in three contextsthe home, community heritage language schools, and programs in U.S.

To improve education for American Indian and Alaska Native (AI/AN) students, tribal leaders, educators, and Native youth called upon WHIAIANE to collect information on school environment experiences from teachers, parents, community members, and the students themselves.