View in EDS

A Family-Centered Approach to Learning English as a Second Language: A Mixed-Methods Experimental Evaluation

Saved in:
Bibliographic Details
Title: A Family-Centered Approach to Learning English as a Second Language: A Mixed-Methods Experimental Evaluation
Language: English
Authors: Lauren A. Tighe (ORCID 0000-0001-7177-3770), Teresa Eckrich Sommer (ORCID 0000-0002-4185-0146), Terri J. Sabol, P. Lindsay Chase-Lansdale, Hirokazu Yoshikawa (ORCID 0000-0001-5607-8526), Jeanne Brooks-Gunn, Amanda S. Morris (ORCID 0000-0003-3587-822X), Christopher T. King
Source: Educational Evaluation and Policy Analysis. 2025 47(4):1093-1112.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Sponsoring Agency: Administration for Children and Families (ACF) (DHHS), Office of Planning, Research and Evaluation (OPRE)
Contract Number: 90YR00730100
Document Type: Journal Articles
Reports - Research
Descriptors: Longitudinal Studies, Immigrants, Young Children, Parents, Federal Programs, Low Income Students, Social Services, English Learners, Language Proficiency, Family Programs, Latin Americans, Asian Americans, Mental Health, Generational Differences, Outcomes of Education, Language Skills
Geographic Terms: Oklahoma (Tulsa)
Laws, Policies and Program Identifiers: Head Start
DOI: 10.3102/01623737241268074
ISSN: 0162-3737
1935-1062
Abstract: We present the 2-year experimental mixed-methods findings of a two-generation English as a second language (ESL) program. This program combines a high-dosage, child-oriented curriculum for parents with Head Start for children in addition to family-based supportive services. At baseline and after 2 years, 189 Latinx and Zomi immigrant parents completed surveys while children completed skill assessments. A subset of 67 parents participated in focus groups regarding their experiences. Treatment parents reported significantly higher English writing skills and self-esteem and significantly lower language brokering and material hardship. There were no significant differences in children's outcomes. Possible explanatory mechanisms across multiple contexts were identified in the qualitative data. Evidence is promising that a Two-Generation ESL Program improves some outcomes for parents.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1489835
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1489835
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Family-Centered Approach to Learning English as a Second Language: A Mixed-Methods Experimental Evaluation
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lauren+A%2E+Tighe%22">Lauren A. Tighe</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7177-3770">0000-0001-7177-3770</externalLink>)<br /><searchLink fieldCode="AR" term="%22Teresa+Eckrich+Sommer%22">Teresa Eckrich Sommer</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4185-0146">0000-0002-4185-0146</externalLink>)<br /><searchLink fieldCode="AR" term="%22Terri+J%2E+Sabol%22">Terri J. Sabol</searchLink><br /><searchLink fieldCode="AR" term="%22P%2E+Lindsay+Chase-Lansdale%22">P. Lindsay Chase-Lansdale</searchLink><br /><searchLink fieldCode="AR" term="%22Hirokazu+Yoshikawa%22">Hirokazu Yoshikawa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5607-8526">0000-0001-5607-8526</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jeanne+Brooks-Gunn%22">Jeanne Brooks-Gunn</searchLink><br /><searchLink fieldCode="AR" term="%22Amanda+S%2E+Morris%22">Amanda S. Morris</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3587-822X">0000-0003-3587-822X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christopher+T%2E+King%22">Christopher T. King</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Educational+Evaluation+and+Policy+Analysis%22"><i>Educational Evaluation and Policy Analysis</i></searchLink>. 2025 47(4):1093-1112.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Administration for Children and Families (ACF) (DHHS), Office of Planning, Research and Evaluation (OPRE)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: 90YR00730100
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Longitudinal+Studies%22">Longitudinal Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Immigrants%22">Immigrants</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Children%22">Young Children</searchLink><br /><searchLink fieldCode="DE" term="%22Parents%22">Parents</searchLink><br /><searchLink fieldCode="DE" term="%22Federal+Programs%22">Federal Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Low+Income+Students%22">Low Income Students</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Services%22">Social Services</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Proficiency%22">Language Proficiency</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Programs%22">Family Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Latin+Americans%22">Latin Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Asian+Americans%22">Asian Americans</searchLink><br /><searchLink fieldCode="DE" term="%22Mental+Health%22">Mental Health</searchLink><br /><searchLink fieldCode="DE" term="%22Generational+Differences%22">Generational Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Skills%22">Language Skills</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Oklahoma+%28Tulsa%29%22">Oklahoma (Tulsa)</searchLink>
– Name: SubjectThesaurus
  Label: Laws, Policies and Program Identifiers
  Group: Su
  Data: <searchLink fieldCode="SU" term="%22Head+Start%22">Head Start</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.3102/01623737241268074
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0162-3737<br />1935-1062
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: We present the 2-year experimental mixed-methods findings of a two-generation English as a second language (ESL) program. This program combines a high-dosage, child-oriented curriculum for parents with Head Start for children in addition to family-based supportive services. At baseline and after 2 years, 189 Latinx and Zomi immigrant parents completed surveys while children completed skill assessments. A subset of 67 parents participated in focus groups regarding their experiences. Treatment parents reported significantly higher English writing skills and self-esteem and significantly lower language brokering and material hardship. There were no significant differences in children's outcomes. Possible explanatory mechanisms across multiple contexts were identified in the qualitative data. Evidence is promising that a Two-Generation ESL Program improves some outcomes for parents.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1489835
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1489835
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.3102/01623737241268074
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
        StartPage: 1093
    Subjects:
      – SubjectFull: Longitudinal Studies
        Type: general
      – SubjectFull: Immigrants
        Type: general
      – SubjectFull: Young Children
        Type: general
      – SubjectFull: Parents
        Type: general
      – SubjectFull: Federal Programs
        Type: general
      – SubjectFull: Low Income Students
        Type: general
      – SubjectFull: Social Services
        Type: general
      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Language Proficiency
        Type: general
      – SubjectFull: Family Programs
        Type: general
      – SubjectFull: Latin Americans
        Type: general
      – SubjectFull: Asian Americans
        Type: general
      – SubjectFull: Mental Health
        Type: general
      – SubjectFull: Generational Differences
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Language Skills
        Type: general
      – SubjectFull: Oklahoma (Tulsa)
        Type: general
      – SubjectFull: Head Start
        Type: general
    Titles:
      – TitleFull: A Family-Centered Approach to Learning English as a Second Language: A Mixed-Methods Experimental Evaluation
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Lauren A. Tighe
      – PersonEntity:
          Name:
            NameFull: Teresa Eckrich Sommer
      – PersonEntity:
          Name:
            NameFull: Terri J. Sabol
      – PersonEntity:
          Name:
            NameFull: P. Lindsay Chase-Lansdale
      – PersonEntity:
          Name:
            NameFull: Hirokazu Yoshikawa
      – PersonEntity:
          Name:
            NameFull: Jeanne Brooks-Gunn
      – PersonEntity:
          Name:
            NameFull: Amanda S. Morris
      – PersonEntity:
          Name:
            NameFull: Christopher T. King
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 12
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 0162-3737
            – Type: issn-electronic
              Value: 1935-1062
          Numbering:
            – Type: volume
              Value: 47
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Educational Evaluation and Policy Analysis
              Type: main
ResultId 1