Adolescent Employment and Postsecondary Education among Latino Children of Immigrants

ABSTRACTDual language children enter school with varying levels of proficiencies in their first and second language. This study of Latino children of immigrants (N = 163) analyzes their dual language profiles at kindergarten and second grade, derived from the direct assessment of Spanish and English proficiencies (Woodcock Language Proficiency Batteries—Revised). Children were grouped based on the similarity of language profiles (competent profiles, such as dual proficient, Spanish proficient, and English proficient; and low-performing profiles, including borderline proficient and limited proficient). At kindergarten, the majority of children (63%) demonstrated a low-performing profile; by second grade, however, the majority of children (64%) had competent profiles. Change and stability of language profiles over time of individual children were then analyzed. Of concern, are children who continued to demonstrate a low-performing, high-risk profile. Factors in the linguistic environments at school and home, as well as other family and child factors associated with dual language profiles and change/stability over time were examined, with a particular focus on the persistently low-performing profile groups.

Download Full-text

The role of socioeconomic and sociocultural predictors of Spanish and English proficiencies of young Latino children of immigrants

Journal of Child Language ◽

10.1017/s0305000920000203 ◽

2020 ◽

pp. 1-28

Author(s):

Brian A. COLLINS ◽

Claudio O. TOPPELBERG

Keyword(s):

Early Childhood ◽

English Language ◽

Language Use ◽

Literacy Practices ◽

Family Background ◽

Children Of Immigrants ◽

Latino Children ◽

Wide Range ◽

Early Childhood Settings ◽

At Home

Abstract Young Latino children of immigrants typically speak primarily Spanish at home and are exposed to varying amounts of English. As a result, they often enter school with a wide range of proficiencies in each language. The current study investigated family background, language use at home and early childhood settings as predictors of Spanish and English language proficiencies among Latino dual language children (N = 228). Findings demonstrated divergent sets of predictors were associated with either Spanish or English proficiencies at kindergarten and second grade. Sociocultural variables (parent origin, gender, home language use, home literacy practices, and language use in early childhood settings) predicted children's Spanish proficiency, while socioeconomic variables (poverty, and maternal and paternal education) predicted children's English proficiency, with little to no overlap in these predictions. These results suggest that different supports are required for proficiency in Spanish and in English, highlighting the importance of sociocultural and socioeconomic factors.

Download Full-text

Short-Form Application of the Screening Test of Spanish Grammar and the Northwestern Syntax Screening Test to Latino Children

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.0904.220 ◽

1978 ◽

Vol 9 (4) ◽

pp. 220-235

Author(s):

David L. Ratusnik ◽

Carol Melnick Ratusnik ◽

Karen Sattinger

Keyword(s):

New York ◽

Case Studies ◽

Metropolitan Area ◽

Screening Test ◽

Normative Data ◽

Short Form ◽

Latino Children ◽

Data Application ◽

York Metropolitan Area ◽

Multiple Regression Technique

Short-form versions of the Screening Test of Spanish Grammar (Toronto, 1973) and the Northwestern Syntax Screening Test (Lee, 1971) were devised for use with bilingual Latino children while preserving the original normative data. Application of a multiple regression technique to data collected on 60 lower social status Latino children (four years and six months to seven years and one month) from Spanish Harlem and Yonkers, New York, yielded a small but powerful set of predictor items from the Spanish and English tests. Clinicians may make rapid and accurate predictions of STSG or NSST total screening scores from administration of substantially shortened versions of the instruments. Case studies of Latino children from Chicago and Miami serve to cross-validate the procedure outside the New York metropolitan area.

Download Full-text

Secondary to Postsecondary Education Transition Planning for Students With Learning Disabilities

10.1044/policy.rp1994-00133 ◽

1994 ◽

Cited By ~ 3

Author(s):

Keyword(s):

Learning Disabilities ◽

Postsecondary Education ◽

Transition Planning ◽

Students With Learning Disabilities

Download Full-text

Stability and Change in Emotional Intelligence: Exploring the Transition to Young Adulthood

Journal of Individual Differences ◽

10.1027/1614-0001.26.2.100 ◽

2005 ◽

Vol 26 (2) ◽

pp. 100-106 ◽

Cited By ~ 21

Author(s):

James D.A. Parker ◽

Donald H. Saklofske ◽

Laura M. Wood ◽

Jennifer M. Eastabrook ◽

Robyn N. Taylor

Keyword(s):

High School ◽

Emotional Intelligence ◽

Postsecondary Education ◽

Life Transition ◽

Full Time ◽

Major Life ◽

Long Term Stability ◽

Time Period ◽

Transition From High School

Abstract. The concept of emotional intelligence (EI) has attracted growing interest from researchers working in various fields. The present study examined the long-term stability (32 months) of EI-related abilities over the course of a major life transition (the transition from high school to university). During the first week of full-time study, a large group of undergraduates completed the EQ-i:Short; 32 months later a random subset of these students (N = 238), who had started their postsecondary education within 24 months of graduating from high school, completed the measures for a second time. The study found EI scores to be relatively stable over the 32-month time period. EI scores were also found to be significantly higher at Time 2; the overall pattern of change in EI-levels was more than can be attributed to the increased age of the participants.

Download Full-text