Maternal Depression and Early Parenting: A Comparison Between Culturally and Linguistically Diverse and Australian born Mothers

Objective: To examine the risk of perinatal depression, parenting stress and infant sleep practices in Australian culturally and linguistically diverse (CaLD) women. Method: Within the Mercy Pregnancy and Emotional Wellbeing Study, we examined 487 pregnant women of whom 52 were CaLD and 435 non-CaLD. Depression was measured using the Structured Clinical Interview for DSM-IV and the Edinburgh Postnatal Depression Scale. In addition, Parenting Stress Index and infant sleep measures were collected. Results: Fewer CaLD women had a depression diagnosis but there were no differences between CaLD and non-CaLD women for perinatal mental health symptoms. More mothers in the CaLD group were bed sharing with their infant during the night at six months; however, bedsharing was only associated with higher parenting stress for non-CaLD mothers. Conclusions: Findings suggest both differences in infant sleep parenting practices and in parenting stress but not general emotional wellbeing. Future research is required to replicate these findings.

Options for improving low birthweight and prematurity birth outcomes of indigenous and culturally and linguistically diverse infants: a systematic review of the literature using the social-ecological model

Background Prematurity and low birthweight are more prevalent among Indigenous and Culturally and Linguistically Diverse infants. Methods To conduct a systematic review that used the social-ecological model to identify interventions for reducing low birthweight and prematurity among Indigenous or CALD infants. Scopus, PubMed, CINAHL, and Medline electronic databases were searched. Studies included those published in English between 2010 and 2021, conducted in high-income countries, and reported quantitative results from clinical trials, randomized controlled trials, case-control studies or cohort studies targeting a reduction in preterm birth or low birthweight among Indigenous or CALD infants. Studies were categorized according to the level of the social-ecological model they addressed. Findings Nine studies were identified that met the inclusion criteria. Six of these studies reported interventions targeting the organizational level of the social-ecological model. Three studies targeted the policy, community, and interpersonal levels, respectively. Seven studies presented statistically significant reductions in preterm birth or low birthweight among Indigenous or CALD infants. These interventions targeted the policy (n = 1), community (n = 1), interpersonal (n = 1) and organizational (n = 4) levels of the social-ecological model. Interpretation Few interventions across high-income countries target the improvement of low birthweight and prematurity birth outcomes among Indigenous or CALD infants. No level of the social-ecological model was found to be more effective than another for improving these outcomes.

Examining Bilingual Teacher Candidates' Use of Digital Media

Digital media has transformed how we interact with each other, how we stay connected, and how we learn about the world around us. Digital media has also changed the teacher's role from knowledge provider to facilitator (Lee, 2006). Teachers however, continue to struggle with technology and curricula integration as a vehicle for engaging young learners with academics (Chen, 2010; Wachira & Keengwe, 2011). This chapter underscores the need to provide bilingual teacher candidates with specific instructional uses for digital media to increase their capacity with technology integration, pedagogy, and content knowledge (Mishra & Koehler, 2006). This chapter explores the use of digital media within an after-school technology project. This research lends additional support for teacher preparation programs to integrate the use of technology if they are to serve teachers who work with a growing culturally and linguistically diverse school-age population.

Challenges and Opportunities With Deaf Multilingual Learners

There are an estimated 34 million children worldwide with hearing loss greater than 40dB. As around 90% of children who are Deaf/Hard-of-Hearing (DHH) are born to parents with typical hearing there are often questions of what language the child who is DHH could and should learn. For the 90% of typically hearing parents who had no prior knowledge of sign language, the idea of having to learn another language to use with their children can be very daunting. Additionally, as the world becomes more bi/multilingual, many children who are DHH may live in a culturally and linguistically diverse community where the home language is not the same language as the community at large; these children are known as DHH Multilingual Learners (DMLs). This can cause additional potential language and cultural learning constraints on immigrant parents who are not yet familiar with their new community's spoken language(s) and culture(s). This results in an increased need for culturally competent professionals to work with DMLs to provide effective interventions.

Preparing New Teachers for the Students That They Will Really Have in Their Classrooms

The mission of this chapter is to address new teachers' understanding of effective classroom management and instruction for classrooms that include students who are culturally and linguistically diverse (CLD). Because a growing number of classrooms have students who are CLD, it is critical that new teachers understand the integrated use of culturally responsive pedagogy (CRP) and high-leverage practices to address the social/emotional, behavioral, and academic needs of all students within the classroom. In this way, new teachers will be better prepared for such classrooms and more likely to be retained within their school and profession. Current data shows that the rate in which new teachers are entering the field is not enough to help solve the current teacher shortage crisis.

Working With a Culturally and Linguistically Diverse Individual With Specific Learning Disability

With the constantly rising multilingualism in the United States, cultural and linguistic diversity is gradually becoming more and more present at schools throughout the country. Therefore, there is a critical need for resources to support speech-language pathologists (SLPs) to work with culturally and linguistically diverse (CLD) clients. This case study examines a CLD client with a diagnosis of specific learning disability (SLD). SLD is a disorder characterized by one or more significant impairments in reading, spelling, writing, or arithmetical skills, which are not the direct result of other disorders or inadequate schooling. This chapter discusses approaches to appropriately assess the client's language skills and provides intervention suggestions to account for the CLD nature of the client and her SLD.

Incorporating Socially-Relevant Teaching Strategies in the Online TESOL Classroom

Conducting online TESOL class is always both a challenge and opportunity for teachers to effectively support English language learners. Specifically, this study explores socially relevant teaching strategies to facilitate an engaging and equitable online classroom for educators with ELLs with diverse backgrounds. This research contains online language teaching strategies in the context of multicultural environment. Overall, three strategies are elaborated. One strategy is organizing whole-class discussion and various activity based on learners' cultural background. The second strategy is choosing and using socially relevant teaching materials with online technology, including neutral and authentic materials and giving learners timely prompts. The third strategy is counteracting inequitable relationships in society and in class, managing student emotions to create supportive relationships among students and the teacher. These strategies expand literature on how to conduct online program that are relevant and sustaining for culturally and linguistically diverse adult language learners.

A Primer on the Individuals With Disabilities Education Improvement Act and Advocacy for Students Who Are Culturally and Linguistically Diverse

Well prepared educators are essential to the identification and delivery of services to students who have disabilities, most especially when it comes to students who are culturally and linguistically diverse (C/LD). Professionals must be aware of the requirements in IDEIA and assure that multiple and appropriate assessments are used in determining whether C/LD students are, in fact, disabled before being assigned to special education. This chapter identifies current issues such as the under and over identification of certain students who are C/LD in special education, second language acquisition, and the evaluation of children whose primary language is not English. It is a tool to assist professionals in assessing students who are C/LD and in educating families and guiding them to advocate for the provision of supported interventions in general education, appropriate assessment, and educational planning. Recommendations for advocating for students who are C/LD are presented and discussed.