Journal articles: 'Non-English speaking background children'

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Elliott, Marietta. "Non-English-Speaking-Background Children in Wagga Wagga Schools." Rural Society 2, no. 3 (October 1992): 21–22. http://dx.doi.org/10.1080/10371656.1992.11005062.

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Germanos-Koutsounadis, Vivi. "The needs of Non-English Speaking Background children with a disability." International Journal of Early Childhood 33, no. 1 (March 2001): 26–33. http://dx.doi.org/10.1007/bf03174445.

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Care, Esther, Erin Roberts, and Amanda Thomas. "Effects of language background on measures of ability of children in their first year of school." Australian Educational and Developmental Psychologist 26, no. 1 (March 1, 2009): 20–35. http://dx.doi.org/10.1375/aedp.26.1.20.

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AbstractThis report outlines the usefulness and appropriateness of three commonly used tests of ability for Preparatory level (Prep) children in Victoria, Australia, from non-English speaking backgrounds. Traditional school readiness and ability tests are dependent on knowledge of the English language, and thus may not be valid tools for assessing students with limited English proficiency. Tests that measure both verbal and nonverbal abilities were administered to 32 children, 14 from English speaking and 18 from non-English speaking backgrounds. Differences between the two groups of children are reported with a focus on interpretation in the context of effect of English language proficiency on performance. The results indicate that student performance on a variety of tests is constrained by English language knowledge, rather than by actual cognitive ability.

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Tong, Chiwai, Andy Cornes, and Catherine Wiltshire. "Through the Glass Darkly: Deaf Children From Non-English Speaking Background Families." Australasian Psychiatry 7, no. 6 (December 1999): 319–25. http://dx.doi.org/10.1046/j.1440-1665.1999.00225.x.

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Torr, Jane. "Classroom discourse." Australian Review of Applied Linguistics 16, no. 1 (January 1, 1993): 37–56. http://dx.doi.org/10.1075/aral.16.1.03tor.

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This paper discusses some of the results of a pilot study of spontaneous teacher/child discourse in two Year 1 Sydney classrooms (children aged 6 and 7 years). The two classrooms differed greatly in terms of their ethnic composition; in one class, the majority of children came from non-English speaking backgrounds, while in the other class, all the children were native English speakers. The teachers and students were taped during typical group lessons, and the resulting data were transcribed and analysed using a speech act framework (Hasan’s message semantics network). The results showed significant differences between the discourse in the two classrooms; for example, the teacher of the non-English speaking background class spoke more frequently than the teacher of native English speakers, and she asked different types of questions. The children from non-English speaking backgrounds rarely participated in the classroom conversation. These results suggest that further investigation in the area is justified, in order to determine how typical these differences are, and the extent to which the differences are educationally significant in terms of classroom practices currently followed with ESB and NESB children.

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Wigglesworth, Gillian, and Rosey Billington. "Teaching creole-speaking children." Australian Review of Applied Linguistics 36, no. 3 (January 1, 2013): 234–49. http://dx.doi.org/10.1075/aral.36.3.01wig.

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There are now significant numbers of children who speak a language other than English when they enter the formal school system in Australia. Many of these children come from a language background that is entirely different from the school language. Many Indigenous children, however, come from creole-speaking backgrounds where their home language may share features with the school language whilst remaining substantially different in other ways. What often makes this situation more challenging is the tendency to view creole, rather than as a different language, as a kind of deficient version of the standard language. Children entering the school system with a creole thus often encounter considerable difficulties. In addition, teachers who are not trained in teaching creole-speaking children may not recognise these difficulties. This paper explores some of these issues in the Australian context with reference to home languages such as Kriol and Torres Strait Creole (TSC) as well as minority dialects such as Australian Aboriginal English (AAE), and discusses possible resolutions.

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Schlesinger, Betty. "Considerations in the Identification of the Talented Child from Non-English Speaking Backgrounds." Gifted Education International 4, no. 3 (January 1987): 160–62. http://dx.doi.org/10.1177/026142948700400308.

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The identification of talented children is a current issue of ongoing debate and interest for people concerned with the education of the talented. This paper suggests that in considering the culturally diverse talented child, there is a need to incorporate a multicultural perspective to the identification process. In this way, the process of inter-cultural understanding will contribute to the identification of the talented child from non-English speaking background.

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Giallo, Rebecca, Elisha Riggs, Claire Lynch, Dannielle Vanpraag, Jane Yelland, Josef Szwarc, Philippa Duell-Piening, Lauren Tyrell, Sue Casey, and Stephanie Janne Brown. "The physical and mental health problems of refugee and migrant fathers: findings from an Australian population-based study of children and their families." BMJ Open 7, no. 11 (November 2017): e015603. http://dx.doi.org/10.1136/bmjopen-2016-015603.

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ObjectivesThe aim of this study was to report on the physical and mental health of migrant and refugee fathers participating in a population-based study of Australian children and their families.DesignCross-sectional survey data drawn from a population-based longitudinal study when children were aged 4–5 years.SettingPopulation-based study of Australian children and their families.Participants8137 fathers participated in the study when their children were aged 4–5 years. There were 131 (1.6%) fathers of likely refugee background, 872 (10.7%) fathers who migrated from English-speaking countries, 1005 (12.4%) fathers who migrated from non-English-speaking countries and 6129 (75.3%) Australian-born fathers.Primary outcome measuresFathers’ psychological distress was assessed using the self-report Kessler-6. Information pertaining to physical health conditions, global or overall health, alcohol and tobacco use, and body mass index status was obtained.ResultsCompared with Australian-born fathers, fathers of likely refugee background (adjusted OR(aOR) 3.17, 95% CI 2.13 to 4.74) and fathers from non-English-speaking countries (aOR 1.79, 95%CI 1.51 to 2.13) had higher odds of psychological distress. Refugee fathers were more likely to report fair to poor overall health (aOR 1.95, 95% CI 1.06 to 3.60) and being underweight (aOR 3.49, 95% CI 1.57 to 7.74) compared with Australian-born fathers. Refugee fathers and those from non-English-speaking countries were less likely to report light (aOR 0.25, 95% CI 0.15 to 0.43, and aOR 0.30, 95% CI 0.24 to 0.37, respectively) and moderate to harmful alcohol use (aOR 0.04, 95% CI 0.10 to 0.17, and aOR 0.14, 95% CI 0.10 to 0.19, respectively) than Australian-born fathers. Finally, fathers from non-English-speaking and English-speaking countries were less likely to be overweight (aOR 0.62, 95% CI 0.51 to 0.75, and aOR 0.84, 95% CI 0.68 to 1.03, respectively) and obese (aOR 0.43, 95% CI 0.32 to 0.58, and aOR 0.77, 95% CI 0.61 to 0.98, respectively) than Australian-born fathers.ConclusionFathers of refugee background experience poorer mental health and poorer general health than Australian-born fathers. Fathers who have migrated from non-English-speaking countries also report greater psychological distress than Australian-born fathers. This underscores the need for primary healthcare services to tailor efforts to reduce disparities in health outcomes for refugee populations that may be vulnerable due to circumstances and sequelae of forced migration and to recognise the additional psychological stresses that may accompany fatherhood following migration from non-English-speaking countries. It is important to note that refugee and migrant fathers report less alcohol use and are less likely to be overweight and obese than Australian-born fathers.

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Peredo, Tatiana Nogueira, Kelsey Maria Dillehay, and Ann P. Kaiser. "Latino Caregivers’ Interactions With Their Children With Language Delays: A Comparison Study." Topics in Early Childhood Special Education 40, no. 1 (April 3, 2020): 52–63. http://dx.doi.org/10.1177/0271121419900269.

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Evidence-based treatments for young children with developmental language delays include caregiver-implemented naturalistic interventions. However, there is little research on culturally appropriate interventions for Spanish-speaking caregivers from low–socioeconomic status (SES) households and their young children with identified language delays. We compared interaction strategies of Latino Spanish-speaking caregivers from low-SES backgrounds and non-Latino English-speaking caregivers from high-SES backgrounds with their children with language delays. Caregivers’ interactions were coded for (a) interaction characteristics, (b) use of naturalistic language support strategies, and (c) linguistic input. Results indicated Spanish-speaking Latino caregivers from low-SES backgrounds used a more directive, responsive, and warm interaction style than non-Latino caregivers. Non-Latino, English-speaking caregivers from high-SES backgrounds used more cognitively stimulating strategies, spent more time observing and narrating play, and used longer utterances and more lexical diversity. Findings provide directions for future research and guidance for clinicians working with Latino families from low-SES households.

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James, Deborah G. H. "The Assessment and Management of Children from a Non-English Speaking Background who Have Language Problems." Australian Journal of Human Communication Disorders 23, no. 1 (June 1995): 72–88. http://dx.doi.org/10.3109/asl2.1995.23.issue-1.06.

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Mirza, Z., and G. Morsbach. "The home background and English‐language comprehension of Punjabi‐speaking children." New Community 12, no. 3 (December 1985): 430–35. http://dx.doi.org/10.1080/1369183x.1985.9975920.

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Hammond, Jennifer. "The effect of modelling reports and narratives on the writing of year two children from a non-English speaking background." Australian Review of Applied Linguistics 9, no. 2 (January 1, 1986): 75–93. http://dx.doi.org/10.1075/aral.9.2.05ham.

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Abstract This paper presents data gathered from the third year of a project examining the literacy development of NESB children in their first three years at school. It focusses on the effects of modelling narratives and reports for the childrens’ development of these written genres within a process writing classroom. It suggests hat some genres can be successfully modelled.

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Sezgin, Emre, Garey Noritz, Jeffrey Hoffman, and Yungui Huang. "A Medical Translation Assistant for Non–English-Speaking Caregivers of Children With Special Health Care Needs: Proposal for a Scalable and Interoperable Mobile App." JMIR Research Protocols 9, no. 10 (October 14, 2020): e21038. http://dx.doi.org/10.2196/21038.

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Background Communication and comprehension of medical information are known barriers in health communication and equity, especially for non–English-speaking caregivers of children with special health care needs. Objective The objective of this proposal was to develop an interoperable and scalable medical translation app for non–English-speaking caregivers to facilitate the conversation between provider and caregiver/patient. Methods We employed user-centered and participatory design methods to understand the problems and develop a solution by engaging the stakeholder team (including caregivers, physicians, researchers, clinical informaticists, nurses, developers, nutritionists, pharmacists, and interpreters) and non–English-speaking caregiver participants. Results Considering the lack of interpreter service accessibility and advancement in translation technology, our team will develop and test an integrated, multimodal (voice-interactive and text-based) patient portal communication and translation app to enable non–English-speaking caregivers to communicate with providers using their preferred languages. For this initial prototype, we will focus on the Spanish language and Spanish-speaking families to test technical feasibility and evaluate usability. Conclusions Our proposal brings a unique perspective to medical translation and communication between caregiver and provider by (1) enabling voice entry and transcription in health care communications, (2) integrating with patient portals to facilitate caregiver and provider communications, and (3) adopting a translation verification model to improve accuracy of artificial intelligence–facilitated translations. Expected outcomes include improved health communications, literacy, and health equity. In addition, data points will be collected to improve autotranslation services in medical communications. We believe our proposed solution is affordable, interoperable, and scalable for health systems.

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Kayser, Hortencia. "Speech and Language Assessment of Spanish-English Speaking Children." Language, Speech, and Hearing Services in Schools 20, no. 3 (July 1989): 226–44. http://dx.doi.org/10.1044/0161-1461.2003.226.

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The purpose of this paper is to provide a framework and specific suggestions concerning the assessment of the Spanish-English speaking student. This proposed framework utilizes qualitative and quantitative procedures to assess the limited English proficient student's language status, linguistic-cultural background and socioeconomic status, and communicative abilities. Qualitative and quantitative measures may include observations, interviews, questionnaires, test instruments, and language samples. Suggestions concerning the assessment battery include the use of modified testing procedures, adapted test instruments, and naturally elicited language samples. The accurate diagnosis of speech and language disorders in LEP children is dependent upon the availability of these data.

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Candy, Judith, and Dawn Butterworth. "Through young Children's Eyes: The Experience of Migration to Australia." Australasian Journal of Early Childhood 23, no. 3 (September 1998): 20–25. http://dx.doi.org/10.1177/183693919802300306.

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Research on migrant children has concentrated mostly on their acquisition of English as a second language (ESL), educational assessment, and parental influences on learning in older children. There has been little research, particularly from an early childhood perspective, into the child's own perceptions of the experience of being a migrant child. This paper reports on a research investigation into young children's migration experiences before, during, and after the journey to Australia. Discussions with migrant children in Years 2 and 3 of primary school established important differences and similarities in experiences between both Humanitarian and Non-Humanitarian migrant categories and English and non-English-speaking background children. Recommendations for teachers are made to meet the established needs of young migrant children and to promote tolerance and understanding of different peoples and cultures.

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Choroomi, S., and J. Curotta. "Foreign body aspiration and language spoken at home: 10-year review." Journal of Laryngology & Otology 125, no. 7 (May 3, 2011): 719–23. http://dx.doi.org/10.1017/s0022215111000727.

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AbstractObjective:To review foreign body aspiration cases encountered over a 10-year period in a tertiary paediatric hospital, and to assess correlation between foreign body type and language spoken at home.Study design and method:Retrospective chart review of all children undergoing direct laryngobronchoscopy for foreign body aspiration over a 10-year period. Age, sex, foreign body type, complications, hospital stay and home language were analysed.Results:At direct laryngobronchoscopy, 132 children had foreign body aspiration (male:female ratio 1.31:1; mean age 32 months (2.67 years)). Mean hospital stay was 2.0 days. Foreign bodies most commonly comprised food matter (53/132; 40.1 per cent), followed by non-food matter (44/132; 33.33 per cent), a negative endoscopy (11/132; 8.33 per cent) and unknown composition (24/132; 18.2 per cent). Most parents spoke English (92/132, 69.7 per cent; vs non-English-speaking 40/132, 30.3 per cent), but non-English-speaking patients had disproportionately more food foreign bodies, and significantly more nut aspirations (p = 0.0065). Results constitute level 2b evidence.Conclusion:Patients from non-English speaking backgrounds had a significantly higher incidence of food (particularly nut) aspiration. Awareness-raising and public education is needed in relevant communities to prevent certain foods, particularly nuts, being given to children too young to chew and swallow them adequately.

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Barrett, Paula M., Robi Sonderegger, and Noleen L. Sonderegger. "Evaluation of an Anxiety-prevention and Positive-coping Program (FRIENDS) for Children and Adolescents of Non-English-speaking Background." Behaviour Change 18, no. 2 (June 1, 2001): 78–91. http://dx.doi.org/10.1375/bech.18.2.78.

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AbstractThis study aimed to (a) appraise the efficacy of a well validated Anglo-Australian anxiety-prevention and stress-resiliency program (FRIENDS) for use with culturally diverse migrant groups residing in Australia, (b) examine the social validity of FRIENDS, and (c) obtain information from both participants and facilitators regarding how the program can best be modified for specific use with non-English-speaking background (NESB) clients. To test the efficacy of the intervention, pre- and post-intervention evaluation of internalising symptoms and coping ability were compared with waiting-list control groups (matched according to ethnic group, gender, and school level). One hundred and six primary and ninety-eight high school students differentiated by cultural origin (former-Yugoslavian, Chinese, and mixed-ethnic) and school level (primary and high school), completed standardised measures of internalising symptoms and were allocated to either an intervention (n = 121) or a waiting-list (n = 83) condition. Both groups were readministered the assessment package for comparison following a 10-week treatment or waiting period. Consistent with a recent pilot study, pre/post-assessment indicated that participants in the intervention condition exhibited lower anxiety and a more positive future outlook than waiting-list participants. Participating students reported to be highly satisfied with the intervention. Despite the overall success of FRIENDS, the program may be enhanced by culturally sensitive supplements so that the program is more applicable for use with NESB participants. Suggestions for treatment program modifications of FRIENDS are discussed.

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Bialystok, Ellen, and Shilpi Majumder. "The relationship between bilingualism and the development of cognitive processes in problem solving." Applied Psycholinguistics 19, no. 1 (January 1998): 69–85. http://dx.doi.org/10.1017/s0142716400010584.

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AbstractThis study examined the effects of differing degrees of bilingualism on the nonverbal problemsolving abilities of children in grade 3. Three linguistic groups were compared on problem-solving tasks designed to measure control of attention or analysis of knowledge, processes previously shown to develop differently in monolingual and bilingual children solving linguistic problems (Bialystok, 1988). In this study, an English-speaking monolingual group was compared with a French–English bilingual group and a Bengali-English bilingual group. All of the children in the study were similar except for their language background. Tests of language proficiency confirmed that the French-English subjects were balanced bilinguals and that the Bengali-English subjects were partial bilinguals. The balanced French–English bilinguals showed better performance on the non-linguistic tasks requiring control of attention than both the partial bilingual group and the monolingual group. There were no differences found between the groups on the non-linguistic task requiring analysis of representational structures. These results indicate that balanced bilinguals carry over their linguistic advantage in control of attention into the non-linguistic domain.

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Azuine, Romuladus E., Gopal K. Singh, Reem M. Ghandour, and Michael D. Kogan. "Geographic, Racial/Ethnic, and Sociodemographic Disparities in Parent-Reported Receipt of Family-Centered Care among US Children." International Journal of Family Medicine 2015 (December 17, 2015): 1–17. http://dx.doi.org/10.1155/2015/168521.

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This study examined geographic, racial/ethnic, and sociodemographic disparities in parental reporting of receipt of family-centered care (FCC) and its components among US children aged 0–17 years. We used the 2011-2012 National Survey of Children’s Health to estimate the prevalence and odds of not receiving FCC by covariates. Based on parent report, 33.4% of US children did not receive FCC. Children in Arizona, Mississippi, Nevada, California, New Jersey, Virginia, Florida, and New York had at least 1.51 times higher adjusted odds of not receiving FCC than children in Vermont. Non-Hispanic Black and Hispanic children had 2.11 and 1.58 times higher odds, respectively, of not receiving FCC than non-Hispanic White children. Children from non-English-speaking households had 2.23 and 2.35 times higher adjusted odds of not receiving FCC overall and their doctors not spending enough time in their care than children from English-speaking households, respectively. Children from low-education and low-income households had a higher likelihood of not receiving FCC. The clustering of children who did not receive FCC and its components in several Southern and Western US states, as well as children from poor, uninsured, and publicly insured and of minority background, is a cause for concern in the face of federal policies to reduce health care disparities.

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Oliver, Rhonda, Graham Mckay, and Judith Rochecouste. "The Acquisition of Colloquial Terms by Western Australian Primary School Children from Non-English-speaking Backgrounds." Journal of Multilingual and Multicultural Development 24, no. 5 (October 2003): 413–30. http://dx.doi.org/10.1080/01434630308666508.

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O’Toole, Ciara, Darina Ní Shíthigh, Aisling Molamphy, and Eibhlin Walsh. "Findings from the first phase of developing a receptive vocabulary test for the Irish language." International Journal of Bilingualism 24, no. 4 (May 15, 2019): 572–87. http://dx.doi.org/10.1177/1367006919848142.

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Aims and objectives: The aim of this study was to develop and pilot a test of receptive vocabulary for bilingual Irish-English-speaking children, based on a model from Welsh. Design/Methodology/Approach: 310 typically developing children aged five, six and seven years took part. The children were all attending Irish-medium education in Irish-dominant Gaeltacht regions and in immersion education schools outside of these regions. Data and Analysis: Participants were identified as being from either bilingual Irish- and English-speaking homes or English-dominant homes. A mixed-factorial analysis of variance found a significant main effect of age and language background, but no interaction. Post hoc comparisons revealed that those from Bilingual-speaking homes had significantly higher Irish receptive vocabulary scores than those from English-dominant homes. Linear regression models showed that the receptive vocabulary scores of children in immersion schools grew by an average of 21 words per year between the ages of five and seven, compared to almost 12 words per year in Gaeltacht schools. Findings/Conclusions: The findings demonstrate the advantages of immersion education and the need for vocabulary enrichment of children in the Gaeltacht. However, the complexities of developing assessments for first language speakers of a minority language that is in conflict with a second language variety of that language and the majority English language are also highlighted. Significance/Implications: The implications of this study are that immersion schooling is advantageous to the Irish vocabulary of children, but that children from Gaeltacht schools may require vocabulary enrichment that is sufficiently complex to address their needs. Limitations: Limitations to this study include the uneven number of children from each language background/school location and incomplete background details from the children, such as socio-economic status and language use amongst peers.

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Proctor, Adele, and Ishara Ramkissoon. "Speech Materials for Testing Hearing of Deaf and Hard of Hearing Children From Non-English Speaking Backgrounds." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 7, no. 1 (April 2001): 8–10. http://dx.doi.org/10.1044/cds7.1.8.

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Holobow, Naomi E., Fred Genesee, Wallace E. Lambert, Joseph Gastright, and Myriam Met. "Effectiveness of partial French immersion for children from different social class and ethnic backgrounds." Applied Psycholinguistics 8, no. 2 (June 1987): 137–52. http://dx.doi.org/10.1017/s0142716400000175.

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ABSTRACTA program of partial (half-day) French immersion in the Cincinnati Public Schools was evaluated in the kindergarten year. The English and French language development of participating native English-speaking children from both working and middle class backgrounds was assessed. The results indicated, firstly, that the pupils who spent half of their academic time in a foreign language (French) progressed just as well in English as carefully matched control pupils who followed a conventional all-English program. Secondly, it was found that socioeconomically underprivileged children (both black and white) benefited from an immersion-type introduction to a foreign language as much as pupils from middle class homes did. The degree of progress made in French was not linked with the social class background of the pupils even though this background factor clearly affected the students' performance on the English language tests. These results suggest that the immersion experience may help to diminish the effects of social class background.

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Oosthuizen, Ilze, Erin M. Picou, Lidia Pottas, Hermanus Carel Myburgh, and De Wet Swanepoel. "Listening Effort in Native and Nonnative English-Speaking Children Using Low Linguistic Single- and Dual-Task Paradigms." Journal of Speech, Language, and Hearing Research 63, no. 6 (June 22, 2020): 1979–89. http://dx.doi.org/10.1044/2020_jslhr-19-00330.

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Purpose It is not clear if behavioral indices of listening effort are sensitive to changes in signal-to-noise ratio (SNR) for young children (7–12 years old) from multilingual backgrounds. The purpose of this study was to explore the effects of SNR on listening effort in multilingual school-aged children (native English, nonnative English) as measured with a single- and a dual-task paradigm with low-linguistic speech stimuli (digits). The study also aimed to explore age effects on digit triplet recognition and response times (RTs). Method Sixty children with normal hearing participated, 30 per language group. Participants completed single and dual tasks in three SNRs (quiet, −10 dB, and −15 dB). Speech stimuli for both tasks were digit triplets. Verbal RTs were the listening effort measure during the single-task paradigm. A visual monitoring task was the secondary task during the dual-task paradigm. Results Significant effects of SNR on RTs were evident during both single- and dual-task paradigms. As expected, language background did not affect the pattern of RTs. The data also demonstrate a maturation effect for triplet recognition during both tasks and for RTs during the dual-task only. Conclusions Both single- and dual-task paradigms were sensitive to changes in SNR for school-aged children between 7 and 12 years of age. Language background (English as native language vs. English as nonnative language) had no significant effect on triplet recognition or RTs, demonstrating practical utility of low-linguistic stimuli for testing children from multilingual backgrounds.

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Laird, Robert. "Philosophy for Children in Remote Aboriginal Classrooms." Aboriginal Child at School 20, no. 4 (September 1992): 27–36. http://dx.doi.org/10.1017/s0310582200005381.

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The Philosophy for Children programme was developed during the 1970s and 1980s to address the low level of thinking skills exhibited by university and high school students in the United States. A programme of studies in philosophy for children from grade one upwards was based on eight novels with accompanying instructional manuals to assist the teacher in extracting the philosophical issues from the novels as children choose them. This programme is relevant and appropriate for use as part of the English curriculum in a remote Aboriginal school in Australia: whether the school has a bilingual or bicultural program in place or not, Philosophy for Children is fitting as it makes thinking skills explicit. Basing it on a concept of a community of inquiry is very supportive to people from a non-English speaking background. The programme of Philosophy for Children brings in subjects from all curriculum areas, thus encouraging the recently supported integrated approach, but is particularly useful for language learning and understanding.

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Sanagavarapu, Prathyusha, and Bob Perry. "Concerns and Expectations of Bangladeshi Parents as their Children Start School." Australasian Journal of Early Childhood 30, no. 3 (September 2005): 45–51. http://dx.doi.org/10.1177/183693910503000308.

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This study aimed to examine views, concerns and expectations of immigrant Bangladeshi parents and children in Sydney concerning transition to kindergarten (the first year of school). This study builds on the previous work of the Starting School Research Project at the University of Western Sydney by: • deriving data from families and children for whom English is not the first language; and • exploring the transitional experiences of culturally and linguistically diverse (CALD) children from prior-to-school to school settings. Ten parents and four children were interviewed on the topic of transition to school. In particular, parents were asked to indicate their concerns and expectations that would assist schools in meeting the needs of Bangladeshi children and would make transition to school a positive experience for all concerned. The results revealed issues specific to families and children of non-English-speaking background regarding transition to school.

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Reid, Tingting, and Ronald H. Heck. "Examining Variability in Language Minority Students’ Reading Achievement: The Influence of School and Ethnic Background Macro Contexts." Journal of Education 198, no. 1 (January 2018): 78–94. http://dx.doi.org/10.1177/0022057418800945.

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The steady increase in immigration in the United States over the past few decades has focused attention on the necessity for school districts to provide English language services in order for children with diverse language backgrounds to participate fully in public education. In this study, we utilize a large state-representative sample of elementary-aged students from culturally diverse backgrounds to examine gaps in the reading achievement of English learners versus their native English-speaking peers. Our inquiry examines the theoretical importance of micro–macro linkages to assess the relative impacts of school contexts and ethnic/cultural backgrounds on students’ reading achievement.

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Simonis, Morgane, Lize Van der Linden, Benoit Galand, Philippe Hiligsmann, and Arnaud Szmalec. "Executive control performance and foreign-language proficiency associated with immersion education in French-speaking Belgium." Bilingualism: Language and Cognition 23, no. 2 (April 17, 2019): 355–70. http://dx.doi.org/10.1017/s136672891900021x.

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A large sample study (n = 513) was conducted to investigate executive control performance in pupils following an immersion education program. We recruited 10-year-old children (n = 128) and 16-year-old adolescents (n = 127) who were enrolled in English or Dutch immersion education in French-speaking Belgium for at least 4 school years. They were compared to non-immersed children (n = 102) and adolescents (n = 156) on a number of executive control tasks assessing inhibitory control, monitoring, switching and attentional abilities. Several control variables such as receptive vocabulary, nonverbal intelligence, socioeconomic status and other potentially relevant background variables were also considered. Our results show significant gains in foreign-language proficiency for the immersed compared to the non-immersed participants. These gains were however not associated with any measurable benefits on executive control. Our findings make a unique contribution to understanding how language and cognition develop through formal education methods that promote bilingualism.

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Kemp, Byron J., Anne-Maree Parrish, Marijka Batterham, and Dylan P. Cliff. "Participation in Domains of Physical Activity Among Australian Youth During the Transition From Childhood to Adolescence: A Longitudinal Study." Journal of Physical Activity and Health 17, no. 3 (March 1, 2020): 278–86. http://dx.doi.org/10.1123/jpah.2018-0705.

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Background: Information about the domains of physical activity (PA) that are most prone to decline between late childhood (11 y), early adolescence (13 y), and mid-adolescence (15 y) may support more targeted health promotion strategies. This study explored longitudinal trends in nonorganized PA, organized PA, active transport and active chores/work between childhood and adolescence, and potential sociodemographic moderators of changes. Methods: Data were sourced from the Longitudinal Study of Australian Children (n = 4108). Participation in PA domains was extracted from youth time-use diaries. Potential moderators were sex, Indigenous status, language spoken at home, socioeconomic position, and geographical remoteness. Results: A large quadratic decline in nonorganized PA (−48 min/d, P < .001) was moderated by sex (β = 5.55, P = .047) and home language (β = 8.55, P = .047), with girls (−39 min/d) and those from a non-English speaking background (−46 min/d) declining more between 11 and 13 years. Active chores/work increased between 11 and 13 years (+4 min/d, P < .001) and then stabilized. Active transport increased among boys between 11 and 13 years (+6 min/d, P < .001) and then declined between 13 and 15 years (−4 min/d, P < .001). Organized PA remained stable. Conclusions: The longitudinal decline in PA participation may be lessened by targeting nonorganized PA between childhood and adolescence. Future interventions may target girls or those from non-English speaking backgrounds during this transition.

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Valdes, Guadalupe. "Dual-Language Immersion Programs: A Cautionary Note Concerning the Education of Language-Minority Students." Harvard Educational Review 67, no. 3 (September 1, 1997): 391–430. http://dx.doi.org/10.17763/haer.67.3.n5q175qp86120948.

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Dual-language immersion programs have received a great deal of attention from parents, researchers, and policymakers. The supporters of dual-language immersion see the promise of providing first-language instruction for children with non-English-speaking backgrounds, while simultaneously offering monolingual children access to non-English languages. In this article, Guadalupe Valdés concentrates on the possible negative effects of the dual-language immersion movement. After reviewing the literature on the success and failure of Mexican-origin children, the author raises difficult questions surrounding the use of dual-language immersion in the education of language-minority students. Among the issues raised are the quality of instruction in the minority language, the effects of dual immersion on intergroup relations, and, ultimately, how dual-language immersion programs fit into the relationship between language and power and how that relationship may affect the children and society.

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Willenberg, Ingrid. "‘Once upon a time in Bearland’: Longitudinal development of fictional narratives in South African children." First Language 37, no. 2 (December 14, 2016): 150–67. http://dx.doi.org/10.1177/0142723716679798.

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Children’s narrative skills have been widely studied in North America, but there is a paucity of African research. Within South Africa’s diverse socio-cultural context, this study of mixed-race children explored the development of narrative production and the influence of home background variables. Using the Bear Story picture prompt, this longitudinal study investigated the fictional oral narrative skills of 70 English-speaking children in kindergarten and Grade 3. Four key findings emerged: first, with age, narratives increased in lexical diversity, macrostructure elements and written discourse features. However, there was no increase in evaluation, thus highlighting the complexity and nonlinear nature of narrative development. Second, early book reading experiences in the home were positively associated with Grade 3 narrative macrostructure. Third, there were no associations between narrative abilities and maternal education or mothers speaking a first language other than English, underscoring the importance of parental behaviours above factors such as education and language background. Finally, contrary to expectations, the findings suggest more similarities than differences between these children and their peers in other contexts.

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Li, Xin Xin, and Carol K. S. To. "A Review of Phonological Development of Mandarin-Speaking Children." American Journal of Speech-Language Pathology 26, no. 4 (November 8, 2017): 1262–78. http://dx.doi.org/10.1044/2017_ajslp-16-0061.

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Purpose Research into the phonological development of Chinese children is in its infancy compared with the relatively extensive data available on the English-speaking population. This article provided a comprehensive review of empirical studies on the acquisition of Mandarin phonology. Method Studies over the past 45 years that describe phonological development in Mandarin-speaking children were located through electronic databases, citation searches, keyword searches through online search engines, and manual searches of libraries. The research design of the studies was reviewed, and findings of acceptable studies were summarized. Results After reviewing the abstracts of 798 studies, a total of 12 that met the inclusion criteria were retained. These studies are discussed with reference to the demographic background of participants, geographic regions, aspects of speech sounds measured, data collection tools, transcription systems used, reliability, and the main findings. Conclusions The general developmental patterns reported were consistent. The methodological design varied substantially. These discrepancies, however, provide insights for further systematic investigations into phonological development in Mandarin.

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Liao, Wanyu, and Hui Huang. "Parents’ Perceptions and Management of Children’s Learning of Chinese as a Heritage Language: A Case Study of Cross-cultural Families in Australia." Theory and Practice in Language Studies 10, no. 10 (October 1, 2020): 1218. http://dx.doi.org/10.17507/tpls.1010.05.

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Parents play an important role in children’s learning of their heritage language (HL) in immigrant countries. Fostering HL learning is a hard task for parents, particularly in immigrant families, and this difficulty is exacerbated in cross-cultural families. The existing studies have not fully addressed the importance of consistent parental perceptions and language management in children’s HL learning. This gap is particularly clear in the research concerning learning Chinese as an HL among cross-cultural families’ children living in English-speaking immigrant countries such as Australia. The present qualitative study used semi-structured interviews to fill this gap by examining the perceptions and language management strategies of three cross-cultural families in Australia whose children are learning Chinese as one parent’s HL. The results suggest that, in English countries, Chinese-background and non-Chinese-background parents in cross-cultural families have quite different opinions about their children learning Chinese, which are reflected in their dissimilar language management strategies. The results highlight the importance and challenges of developing a stable family language policy in cross-cultural families in order to maintain their children’s HL learning.

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Zhukovsky, Donna S., Robert J. Wells, Rhonda J. Robert, Gary B. Chisholm, J. Lynn Palmer, Marlene Z. Cohen, Cathy L. Rozmus, Julio Allo, and Eduardo Bruera. "Symptoms (Sx) in English (E) and Spanish (S) speaking children with cancer." Journal of Clinical Oncology 30, no. 15_suppl (May 20, 2012): 9096. http://dx.doi.org/10.1200/jco.2012.30.15_suppl.9096.

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9096 Background: Sx in children receiving treatment for cancer are poorly described and often reported by proxies. Study aims were to 1. Characterize sx of pediatric oncology outpatients 2. Evaluate the agreement between patient (pt) and proxy reports 3. Report the association between pt assessed sx and treatments prescribed by physicians (MD). Methods: The pediatric Memorial Symptom Assessment Scale (pMSAS) is a validated tool that evaluates frequency, intensity and distress of 8 sx (version 7-12) or 30 sx (version 10-18) for pts of corresponding ages. Higher scores indicate greater sx burden. pMSAS was translated into S versions. Pt eligibility included ages 7-18, E or S speaking, advanced cancer, pediatric assent/parent consent and E or S speaking family caregiver (CG) with IRB approved consent for self participation. Pts and CG were administered age appropriate pMSAS in E or S independently just prior to MD visit and consenting MDs, the corresponding pMSAS after the visit. Subscale scores included total pMSAS score (TOTAL), psychological, physical and global distress index for older group (OG) and TOTAL for younger group (YG). Statistical analysis included Spearman correlation coefficients and weighted kappas. Results: E and S results were similar and combined. 60 children [age mean +SD 12 +.5, 62% male, 35 S] and their CG completed the pMSAS. 14 MD completed pMSAS for 20 pts. 9 pts (15%) had no sx and 38 (63%), ≥2. The most common sx for ages 7-10 were tired (N=12, 40%) and itch (N=9, 30%) and for ages 11-18, pain (15/30, 50%) and energy (13/29, 45%). Subscale score agreement varied by proxy type and subscale. For TOTAL, highest correlation was 0.6 (p<.001) for YG and 0.7 (p<.001) for OG. For individual sx, agreement between patient and proxy was highly variable (Table). Of symptomatic patients, 6% (3/51) received sx recommendations. Conclusions: Sx in children with cancer are common and undertreated. CG and MD ratings are often not congruent with pt reports which may explain the apparent under treatment of sx. [Table: see text]

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Dubreuil-Piché, Sara, Jenna Lachance, and Chantal Mayer-Crittenden. "Nonword Repetition and Sentence Imitation as Clinical Markers for Primary Language Impairment in bilingual French-English- and English-French-speaking children in Northern Ontario." Diversity of Research in Health Journal 1 (June 21, 2017): 61–69. http://dx.doi.org/10.28984/drhj.v1i0.19.

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Studies indicate that nonword repetition and sentence imitation are useful tools when assessing bilingual children. Bilingual children with primary language impairment (PLI) typically score lower on these two tasks than their typically developing counterparts. Studies show that bilingual children are not disadvantaged during nonword repetition if they have limited language exposure. However, since sentence imitation tasks are constructed with words from the target language, it is expected that it would be more influenced by previous language exposure. The goal of this article will be to review the influence of bilingual exposure on both tasks. This review provides the theoretical background for future studies that will compare the accuracy of both tasks when identifying PLI in bilingual children.

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Furukawa, Emi, Brent Alsop, Shizuka Shimabukuro, Paula Sowerby, Stephanie Jensen, and Gail Tripp. "Increased Behavioral Sensitivity to Repeated Experiences of Punishment in Children With ADHD: Experimental Studies Using the Matching Law." Journal of Attention Disorders 25, no. 12 (August 27, 2021): 1665. http://dx.doi.org/10.1177/1087054720914384.

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Background: Research on altered motivational processes in ADHD has focused on reward. The sensitivity of children with ADHD to punishment has received limited attention. We evaluated the effects of punishment on the behavioral allocation of children with and without ADHD from the United States, New Zealand, and Japan, applying the generalized matching law. Methods: Participants in two studies (Furukawa et al., 2017, 2019) were 210 English-speaking (145 ADHD) and 93 Japanese-speaking (34 ADHD) children. They completed an operant task in which they chose between playing two simultaneously available games. Rewards became available every 10 seconds on average, arranged equally across the two games. Responses on one game were punished four times as often as responses on the other. The asymmetrical punishment schedules should bias responding to the less punished alternative. Results: Compared with controls, children with ADHD from both samples allocated significantly more responses to the less frequently punished game, suggesting greater behavioral sensitivity to punishment. For these children, the bias toward the less punished alternative increased with time on task. Avoiding the more punished game resulted in missed reward opportunities and reduced earnings. English-speaking controls showed some preference for the less punished game. The behavior of Japanese controls was not significantly influenced by the frequency of punishment, despite slowed response times after punished trials and immediate shifts away from the punished game, indicating awareness of punishment. Conclusion: Punishment exerted greater control over the behavior of children with ADHD, regardless of their cultural background. This may be a common characteristic of the disorder. Avoidance of punishment led to poorer task performance. Caution is required in the use of punishment, especially with children with ADHD. The group difference in punishment sensitivity was more pronounced in the Japanese sample; this may create a negative halo effect for children with ADHD in this culture.

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Davies, Alan. "Performance of children from non‐English speaking background on the New South Wales basic skills tests of Numeracy: Issues of test bias and language proficiency." Language, Culture and Curriculum 4, no. 2 (January 1991): 149–61. http://dx.doi.org/10.1080/07908319109525101.

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Goldfeld, Sharon, Meredith O’Connor, Johanna Mithen, Mary Sayers, and Sally Brinkman. "Early development of emerging and English-proficient bilingual children at school entry in an Australian population cohort." International Journal of Behavioral Development 38, no. 1 (November 7, 2013): 42–51. http://dx.doi.org/10.1177/0165025413505945.

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Children who enter school with limited proficiency in the language of instruction face a range of challenges in negotiating this new context, yet limited data have been available to describe the early developmental outcomes of this subpopulation in the Australian context. The Australian Early Development Index (AEDI) is a teacher-rated checklist that measures five important domains of child development: physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, and communication skills and general knowledge. In 2009, the AEDI was completed for 97.5% of Australian children in their first year of schooling ( N = 261,147; M = 5 years, 7 months of age), providing a unique opportunity to explore the cross-sectional associations between language background, proficiency in English, and early developmental outcomes at the population-level. Logistic regression analyses revealed that, compared to their peers from English-speaking backgrounds, bilingual children who were not yet proficient in English had substantially higher odds of being in the “vulnerable” range (bottom 10th percentile) on the AEDI domains ( OR = 2.88, p < .001, to OR = 7.49, p < .001), whereas English-proficient bilingual children had equal or slightly lower odds ( OR = .84, p < .001, to OR = .97, ns). Future research with longitudinal data is now needed to establish causal pathways and explore long term outcomes.

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Fitton, Lisa, Kristina N. Bustamante, and Carla Wood. "The Social Validity of Telepractice among Spanish-Speaking Caregivers of English Learners: An Examination of Moderators." International Journal of Telerehabilitation 9, no. 2 (November 20, 2017): 13–24. http://dx.doi.org/10.5195/ijt.2017.6227.

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The purpose of the present paper was to examine the social validity of telepractice as a service delivery model for Spanish-speaking families of English learners. Quantitative survey methodology was employed to examine 79 caregivers’ opinions regarding telepractice and to obtain background information about participants’ home environments. Findings revealed that approximately 46% of the participant sample reported being interested in their children receiving services via telepractice. Caregivers reported limited familiarity with telepractice as an option, but were likely to express interest if their child had an identified speech or language disorder or if they were interested in increased access to Spanish language support for their children. In conclusion, although telepractice is not universally accepted among Spanish-speaking families, it appears to be a promising service delivery model. It is recommended that service providers offer thorough information and address common myths when considering telepractice as a service delivery model for families.Keywords: Bilingualism, Minority language, Telehealth, Telepractice

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Lo, Carl, Patrick A. Ross, Sang Le, Eugene Kim, Matthew Keefer, and Alvina Rosales. "Engaging Parents in Analgesia Selection and Racial/Ethnic Differences in Analgesia Given to Pediatric Patients Undergoing Urologic Surgery." Children 7, no. 12 (December 7, 2020): 277. http://dx.doi.org/10.3390/children7120277.

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Background: Family-centered care aims to consider family preferences and values in care delivery. Our study examines parent decisions regarding anesthesia type (caudal regional block or local anesthesia) among a diverse sample of children undergoing urologic surgeries. Differences in anesthesia type were examined by known predictors of health disparities, including child race/ethnicity, parental English proficiency, and a proxy for household income. Methods: A retrospective review of 4739 patients (including 25.4% non-Latino/a White, 8.7% non- Latino/a Asians, 7.3% non-Latino/a Black, 23.1% Latino/a, and 35.4% others) undergoing urologic surgeries from 2016 to 2020 using univariate and logistic regression analyses. Results: 62.1% of Latino/a parents and 60.8% of non-Latino/a Black parents did not agree to a regional block. 65.1% of Spanish-speaking parents with limited English Proficiency did not agree to a regional block. Of parents from households below poverty lines, 61.7% did not agree to a caudal regional block. In regression analysis, Latino/a and non- Latino/a Black youth were less likely to receive caudal regional block than non- Latino/a White patients. Conclusions: We found disparities in the use of pediatric pain management techniques. Understanding mechanisms underlying Latino/a and non- Latino/a Black parental preferences may help providers reduce these disparities.

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Sulistiyani, Sulistiyani. "THE USING OF PICTURE STORY BOOKS TO INCREASE THE SPEAKING STUDENTSâ€™ ABILITY IN STKIP BINA INSAN MANDIRI SURABAYA." Buana Pendidikan: Jurnal Fakultas Keguruan dan Ilmu Pendidikan 14, no. 26 (October 26, 2018): 127–35. http://dx.doi.org/10.36456/bp.vol14.no26.a1677.

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This study departs from the background of the need for using of the picture story book in improving the reading interest of students as one of the ways and creativity of teachers in the learning process in STKIP Bina Insan Mandiri. The purpose of this study is to describe the using of picture story book so as to improve the speaking skills of STKIP Bina Insan Mandiri. The students of English Education department. This type of research used classroom action research conducted in STKIP Bina Insan Mandiri Surabaya with 2 cycles which each cycle is conducted through 2 meetings. In the first cycle is some children are not yet accustomed in learning activities using picture story book so that speaking skills have not been too visible increase significantly. In the first cycle speaking skills earn 42% of the total number of students, and in the second cycle of reading interest of children increased to 81%. It can be concluded that learning by using picture story book can improve the speaking skills in STKIP Bina Insan Mandiri Surabaya.

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Sebestyén, Krisztina. "Differences in Foreign Language Choice of Students from Different Social Backgrounds." Central European Journal of Educational Research 3, no. 2 (July 19, 2021): 78–86. http://dx.doi.org/10.37441/cejer/2021/3/2/9364.

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According to previous research (e.g. Bernstein, 1971; Gogolin, 2014; Hegedűs et al., 2019), family background plays a decisive role in an individual's mother tongue acquisition and in learning foreign languages. In another study, parents with a high social background (54.0%) chose German for their children, and parents with a low social background (56.9%) chose English in primary school (Sebestyén, 2021). Based on this, in the study I examine what difference can be detected in the foreign language choice of high school students from different social backgrounds. In the study, I analyze the student data (890 people) of my database entitled “German learning and teaching in Hajdú-Bihar and Szabolcs-Szatmár-Bereg counties” prepared in the 2018/2019 school year, during which I perform cross-tabulation and cluster analysis with the help of SPSS program. The database contains data on 11th grade high school and vocational high school students who studied German and / or English in high school. As the results, there are differences between the learned foreign languages among secondary school students according to family background. Among the clusters related to high school choice, those belonging to the “Higher Education Oriented Local” cluster are most interested in foreign languages, most German-speaking (74.0%) and English (89,0%) students tend to be in this cluster. Overall, the majority of respondents learn English, while students from higher social backgrounds (also) learn German.

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Maldonado, Camilo, Alejandro Ashe, Kerri Bubar, and Jessica Chapman. "American Speech-Language Pathologists' Training and Legislative Knowledge When Working With Immigrant and Refugee Populations: A Qualitative Study." Perspectives of the ASHA Special Interest Groups 4, no. 5 (October 31, 2019): 1148–61. http://dx.doi.org/10.1044/2019_pers-sig17-2019-0028.

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Background American educational legislation suggests culturally competent speech and language services should be provided in a child's native language, but the number of multilingual speech-language pathologists (SLPs) is negligible. Consequently, many monolingual English-speaking practitioners are being tasked with providing services to these populations. This requires that SLPs are educated about cultural and linguistic diversity as well as the legislation that concerns service provision to non-English or limited English proficiency speakers. Purpose This qualitative study explored the experiences of monolingual, American, English-speaking SLPs and clinical fellows who have worked with immigrant and refugee families within a preschool context. It investigated what training SLPs received to serve this population and what knowledge these SLPs possessed with regard to federal legislation governing the provision of services to culturally and linguistically diverse (CLD) communities. Method Ten American clinicians with experience treating CLD children of refugee and immigrant families in the context of preschool service provision participated in the study. Semistructured interviews were utilized to better understand the type of training clinicians received prior to and during their service delivery for CLD populations. Additionally, questions were asked to explore the degree to which practitioners understood federal mandates for ethical and effective service provision. The data collected from these interviews were coded and analyzed using the principles of grounded theory. Findings The results of this study revealed that there was a general sense of unpreparedness when working with CLD clients. This lack of training also attributed to a deficiency of knowledge surrounding legislation governing service provision to CLD populations.

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Jiménez, Juan E. "Writing Disabilities in Spanish-Speaking Children: Introduction to the Special Series." Journal of Learning Disabilities 50, no. 5 (May 10, 2016): 483–90. http://dx.doi.org/10.1177/0022219416633126.

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This special issue of the Journal of Learning Disabilities focuses on studies of writing disabilities in Spanish-speaking children. The World Health Organization (2001) included writing difficulties as one of the problems considered to constitute an impediment to school participation, a significant element in the normal developmental process of the child. In this introduction, I describe the background of a larger project promoted by the United Nations Educational, Scientific and Cultural Organization (UNESCO). This special series offers recent findings on writing disabilities in Spanish-Speaking children within the UNESCO project. The pilot study was carried out in the Canary Islands, an autonomous Spanish region located between three continents and composed of seven islands in the Atlantic Ocean. Most of the current empirical evidence on writing disabilities comes from English, a language with deep orthography; therefore, it is very relevant to investigate the writing process in Spanish, a language with shallow, fine-grained orthography. Included are a number of articles that form a conspectus on writing disabilities in the Spanish language. Topics center on early grade writing assessment, prevalence of writing disabilities, handwriting and keyboarding, transcription and text generation, graphonomic and handwriting analysis, and instructional practices with an learning disabled population.

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SKEAT, JEMMA, MELISSA WAKE, SHEENA REILLY, PATRICIA EADIE, LESLEY BRETHERTON, EDITH L. BAVIN, and OBIOHA C. UKOUMUNNE. "Predictors of early precocious talking: A prospective population study." Journal of Child Language 37, no. 5 (October 30, 2009): 1109–21. http://dx.doi.org/10.1017/s030500090999016x.

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ABSTRACTThis study examines potential predictors of ‘precocious talking’ (expressive language ⩾90th percentile) at one and two years of age, and of ‘stability’ in precocious talking across both time periods, drawing on data from a prospective community cohort comprising over 1,800 children. Logistic regression was used to examine the relationship between precocious talking and the following potential predictors: gender, birth order, birth weight, non-English speaking background, socioeconomic status, maternal age, maternal mental health scores, and vocabulary and educational attainment of parents. The strongest predictors of precocity (being female and having a younger mother) warrant further exploration. Overall, however, it appears that precocity in early vocabulary development is not strongly influenced by the variables examined, which together explained just 2·6% and 1% of the variation at 1 ; 0 and 2 ; 0 respectively.

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Evert, Helen. "Ethnic Families, their Children with Disabilities and their Child Care Needs." Australasian Journal of Early Childhood 21, no. 3 (September 1996): 20–27. http://dx.doi.org/10.1177/183693919602100306.

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Action on Disability within Ethnic Communities (ADEC) was funded by the Department of Human Services and Health, Children's Services branch, to research the needs of families who are from a non-English speaking background and have a child with a disability. Twenty-two families were interviewed about their awareness and need for child care; whether there were any cultural or linguistic barriers in accessing services, and ways services could be improved. Families interviewed were from the Melbourne metropolitan area and represented a number of diverse religious and ethnic backgrounds. The main issues identified included a general lack of information about child care options. In particular, families had a poor knowledge of family day care and out of school hours care. Carers of school-aged children felt there was a need for out of school hours care, particularly over the holiday period. There was no relationship between parents who required a lot of assistance with the child with a disability and the amount of help received or the use of services according to a Spearman's correlation. Different child care options may need to be promoted more widely within ethnic communities. Some positive aspects of child care that need to be highlighted to the carers are the benefits to the child's social and intellectual development and as a form of respite care.

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Chachashvili-Bolotin, Svetlana, and Sabina Lissitsa. "Enrollment in Religious Schools and the Educational Achievements of Children of High-Skill Immigrants." International Migration Review 52, no. 1 (March 2018): 183–208. http://dx.doi.org/10.1111/imre.12266.

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The present study examines the effect of studying in schools of different levels of religiosity on academic achievements of first- and second- generation immigrant students from English-, Spanish-, and French-speaking countries in Israel. The sample included 52,043 students who completed twelfth grade in 2011. The findings of the Israeli case study indicate that choice of school based on religiosity interferes with the educational achievements of immigrant students. In spite of high socio-economic background of immigrant students, those who were enrolled in religious schools were less likely to earn matriculation certificates, as compared to those attending other types of schools.

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Admin, Nadia Selim. "Ibn Sahnun’s Ninth Century Framework: A Guide for Arabic Language Curriculum Writing." ICR Journal 8, no. 4 (October 15, 2017): 488–506. http://dx.doi.org/10.52282/icr.v8i4.161.

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Building Arabic curricula for non-Arabic learners is problematic due to the specificity of the Arabic language. This problem is exacerbated by the existence of a subclass of Arabic learners who do not truly fit into any of the normative classifications of language learners. Non-Arab learners are unable to cope with curricula designed for Arab-background heritage learners. Consequently, teachers of Muslim children in Islamic schools in English-speaking contexts are designing Arabic curricula without adequate training or support. It has, therefore, become a necessity to develop a curriculum framework that responds to the needs of Muslim learners of Arabic in Western Islamic settings. As Islamic civilisation presented a body of robust educational thought and led to one of the earliest Arabic literacy campaigns, it is imperative that Arabic curriculum writers look to it for guidance. Therefore, this paper considers one of the earliest iterations of an Arabic curriculum presented in Kitab Adab al-Mu’allimin (The Book of Teachers Ethics) by Ibn Sahnun (817 870 CE).

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Post, David. "College-Going Decisions by Chicanos: The Politics of Misinformation." Educational Evaluation and Policy Analysis 12, no. 2 (June 1990): 174–87. http://dx.doi.org/10.3102/01623737012002174.

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Even as California increases the presence of Latino students in its public university systems, the net college-going rates for the group have fallen off markedly. To understand the decision process, this study examines Chicano students in one large high school. In particular, the effect of cost on demand was sought by using a survey of graduating seniors. Logistic regressions on college plans revealed differential effects of estimated cost, depending on ethnicity and language background. For the children of Spanish-speaking parents, costs were largely determinant of college plans, whereas they were not for the children of English speakers. Significantly, it was the children of Spanish speakers who had the highest and most unrealistic estimates of college tuition.

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Brosseau-Lapré, Françoise, and Wan Hee Kim. "Identification of Foreign-Accented Words in Preschoolers With and Without Speech Sound Disorders." Journal of Speech, Language, and Hearing Research 63, no. 5 (May 22, 2020): 1340–51. http://dx.doi.org/10.1044/2020_jslhr-19-00266.

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Purpose The aim of this study was to investigate the ability of preschoolers with speech sound disorder (SSD) and with typical speech and language development (TD) to understand foreign-accented words, providing a window into the quality of their underlying phonological representations. We also investigated the relationship between vocabulary skills and the ability to identify words that are frequent and have few neighbors (lexically easy words) and words that are less frequent and have many neighbors (lexically hard words). Method Thirty-two monolingual English-speaking children (16 with SSD, 16 with TD), ages 4 and 5 years, completed standardized speech and language tests and a two-alternative forced-choice word identification task of English words produced by a native English speaker and a native Korean speaker. Results Children with SSD had more difficulty identifying words produced by both talkers than children with TD and showed a larger difficulty identifying Korean-accented words. Both groups of children identified lexically easy words more accurately than lexically hard words, although this difference was not significant when including receptive vocabulary skills in the analysis. Identification of lexically hard words, both those produced by the native English speaker and the nonnative English speaker, increased with vocabulary size. Conclusion Considering the performance of the children with SSD under ideal listening conditions in this study, we can assume that, as a group, children with SSD may experience greater difficulty identifying foreign-accented words in environments with background noise.

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Journal articles on the topic 'Non-English speaking background children'

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