Abstract

We present results of a randomized control trial of a two-generation English as a Second Language (ESL) program in which all families participated in Head Start while treatment parents also enrolled in a high dosage, family-focused ESL curriculum with supportive services. Examining 197 parent-child dyads among Spanish- (89%) and Zomi-speaking (11%) immigrant families, we found improvements in participant parents’ English reading skills and engagement with their child’s teacher after one year. Parents with low levels of English proficiency (57%) at program start reported more positive parenting skills and lower levels of psychological distress whereas parents with more advanced English proficiency (43%) reported more parenting stress and higher levels of psychological distress. We did not find main effects on children’s language and cognitive skills. We conclude by discussing policy implications of a two-generation approach for immigrant families.

摘要

我们展示了两代英语作为第二语言 (ESL) 计划的随机对照试验的结果，在该计划中，所有家庭都参与了启蒙计划，而接受治疗的父母也参加了高剂量、以家庭为中心的 ESL 课程并提供支持服务。通过对讲西班牙语 (89%) 和讲佐米语 (11%) 的移民家庭中的 197 对亲子关系进行调查，我们发现一年后，参与者父母的英语阅读技能和与孩子老师的互动有所提高。在项目开始时英语水平较低的父母 (57%) 报告了更多积极的育儿技巧和较低的心理困扰，而英语水平较高的父母 (43%) 报告了更多的育儿压力和更高的心理困扰。我们没有发现对儿童语言和认知技能的主要影响。最后，我们讨论了两代人方法对移民家庭的政策影响。