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Exploring language, culture and education among immigrants in the
United States, this volume discusses the range of experiences in
raising children with more than one language in major
ethno-linguistic groups in New York. Research and practice from the
fields of speech-language pathology, bilingual education, and
public health in immigrant families are brought together to provide
guidance for speech-language pathologists in differentiating
language disorders from language variation, and for parents on how
to raise their children with more than one language. Commonalities
among dissimilar groups, such as Chinese, Korean, and Hispanic
immigrants are analyzed, as well as the language needs of
Arab-Americans, the home literacy practices of immigrant parents
who speak Mixteco and Spanish, and the crucial role of teachers in
bridging immigrants' classroom and home contexts. These studies
shed new light on much-needed policy reforms to improve the
involvement of culturally and linguistically diverse families in
decisions affecting their children's education.
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