Parents of English Language Learners (ELLs) represent a vital source of support for increased student engagement and achievement; they bring skills, values and knowledge that would benefit both students and teachers.
This policy brief draws on key indicators from the Foundation for Child Development Child Well-Being Index (CWI), as well as additional data, to highlight both similarities and differences in the circumstances of children in immigrant and native-born f
This study examined how Mexican immigrant women enrolled in a family literacy program used mainstream ideas of mothering and parent involvement in education to pursue their own personal and academic goals.
One of the thorniest issues involving unauthorized immigrants is the situation of their children, the majority of whom are born in the United States.
In an effort to develop ideas for supporting refugee children in public foster care, the BRYCS project convened a Roundtable meeting July 20-22, 2003, in Washington, DC.
Unauthorized immigrants account for approximately one-fourth of all immigrants in the United States, yet they dominate public perceptions and are at the heart of a policy impasse.
Unaccompanied children placed in immigration proceedings in the United States are likely to encounter a complex web of policies and practices, numerous government agencies, each acting in accordance with a different mission and objective, and a legal p
A leading notion is that language skill acquisition declines between childhood and adulthood.
In this study, researchers compared 104 six-year-old children belonging to 4 groups (English monolinguals, Chinese-English bilinguals, French-English bilinguals, Spanish-English bilinguals) on a series of tasks in order to determine the effect of bilin