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Press \"ONE\" for Englishexamines how Americans form opinions on language policy issues such as declaring English the official language, printing documents in multiple languages, and bilingual education. Deborah Schildkraut shows that people's conceptions of American national identity play an integral role in shaping their views. Using insights from American political thought and intellectual history, she highlights several components of that identity and shows how they are brought to bear on debates about language. Her analysis expands the range of factors typically thought to explain attitudes in such policy areas, emphasizing in particular the role that civic republicanism's call for active and responsible citizenship plays in shaping opinion on language issues. Using focus groups and survey data, Schildkraut develops a model of public conceptions of what it means to be American and demonstrates the complex ways in which people draw on these conceptions when forming and explaining their views. In so doing she illustrates how focus group methodology can help yield vital new insights into opinion formation. With the rise in the use of ballot initiatives to implement language policies, understanding opinion formation in this policy area has become imperative. This book enhances our understanding of this increasingly pressing concern, and points the way toward humane, effective, and broadly popular language policies that address the realities of American demographics in the twenty-first century while staying true to the nation's most revered values.

Executive Summary The United States requires asylum applicants to provide their own interpreters for their interviews at the Asylum Office, barring exceptional circumstances. Applicants can face significant hurdles in finding suitable interpreters, who play a critical role in giving them a voice in the asylum process. Inaccurate interpretation can have serious ramifications such as denial of an applicant’s asylum claim. Despite the critical need for meaningful language access in the asylum process, interpretation at the Asylum Office remains understudied. This article represents a first attempt at bringing the scholarly and practitioner communities together to rethink interpretation at the Asylum Office, with the goal of identifying feasible steps that the Asylum Office can take to enhance language access. This article proposes the below five holistic policy recommendations to improve interpretation at the Asylum Office, based on data from 28 interviews with attorneys who practiced before either the Arlington or Houston Asylum Offices, as well as the authors’ own prior professional experiences advocating on behalf of asylum seekers. 1. Government provision of telephonic interpreters. 2. Advance notice when a bilingual asylum officer can conduct an asylum interview in a language other than English. 3. Additional institutional support for asylum officers including lunch breaks. 4. Improved data collection regarding interpretation. 5. Additional research including analysis of how the COVID-19 pandemic affected interpretation at the Asylum Office. These recommendations are a starting point to improving language access at the Asylum Office. With this article, the authors hope to spark future research and conversations to ensure that individuals with limited English proficiency have meaningful access to asylum interviews.

This study examines the main push and pull factors driving Hispanic self-employment in the USA by modeling the self-employment decision as a function of sectoral earnings differences, country of origin, and other factors. Findings indicate that a main reason Hispanics engage in self-employment is they can earn more working for themselves than in wage/salary work. Immigrants appear to be pushed into self-employment as a result of limited opportunities in the wage work sector. Although low relative earnings in wage/salary work could push workers with limited English proficiency into self-employment, our findings indicate barriers to this. Results suggest that workers pulled into selfemployment are those with more work experience and a college degree. Workers who originate from Southern South America and Colombia have relatively high selfemployment rates, while Mexico-origin workers have relatively low self-employment rates. We also uncover differences across Hispanic origin groups in terms of the influence of gender, education, and personal wealth on self-employment participation.

Theories of goal conflict suggest that public organizations confront two possibilities when they face multiple policy goals: (1) organizations attain synergy among lower-order, instrumental goals in order to achieve higher-order objectives, or (2) organizations face a zero-sum trade-off among goals. Implicit in this debate is the proposition that trade-off is more likely when performance toward the attainment of multiple goals is measured with substantively exclusive metrics and under varying environments of task difficulty. This research examines which of these theories appears to explain the implementation and interaction of multiple policy goals in the context of Georgia public high schools. The findings demonstrate the highly contingent nature of goal synergy and trade-off. While goal synergy is possible in the interaction of multiple lower-order goal attainment, more robust gains can be made toward a higher-order objective by focusing on one particular lower-order goal rather than an all-inclusive approach to goal attainment.

Emergence of a novel infectious disease, such as pandemic influenza, is the one global crisis most likely to affect the greatest number of people worldwide. Because of the potentially severe and contagious nature of influenza, a rapid multifaceted pandemic response, which includes nonpharmaceutical interventions (NPIs) and effective strategies for communication with the public are essential for a timely response and mitigating the spread of disease. A webbased questionnaire was administered via email in July 2015 to 62 Public Health Emergency Preparedness (PHEP) directors across jurisdictions that receive funding through the Centers for Disease Control and Prevention PHEP cooperative agreement. This report focuses on two modules: Public Information and Communication and Community Mitigation. Consistent and targeted communication are critical for the acceptability and success of NPIs. All 62 jurisdictions have developed or are in the process of developing a communications plan. Community-level NPIs such as home isolation, school closures, and respiratory etiquette play a critical role in mitigating the spread of disease. Effective, ongoing communication with the public is essential to ensuring wide spread compliance of NPI’s, especially among non–Englishspeaking populations. Planning should also include reaching vulnerable populations and identifying the correct legal authorities for closing schools and canceling mass gatherings.

There is an increasing support from international organizations and the research community for stepping beyond infant or child mortality as the most common child level social indicator and progressing towards an international measure of child development. The Early Development Instrument (EDI) is a teacher-completed measure of children's developmental health at school entry, which to date has been used in more than a dozen countries. The EDI includes five developmental domains (Physical Health and Wellbeing, Social Competence, Emotional Maturity, Language and Cognitive Development and Communication Skills and General Knowledge) and 16 subdomains. This paper examines the EDI's psychometric properties in four English-speaking countries (Canada, Australia, United States and Jamaica) by evaluating both the internal consistency and factor structures, as well as exploring the association between the EDI's Language and Cognitive Development Domain and a direct assessment of children's receptive vocabulary (Peabody Picture Vocabulary Test, PPVT). Overall, the factor loadings and internal consistencies of domains and subdomains were similar across the countries. The comparisons of the Language and Cognitive Development Domain with the PPVT showed high specificity and low sensitivity. The results of this paper indicate that the EDI, a measure of children's developmental status at school entry, demonstrates similar psychometric properties in a number of countries, thus building the evidence for the instrument to be added to the limited array of internationally comparable child social indicators.

In October 1998, the SEC implemented a rule requiring firms to use plain English in their prospectus filings. In addition to the rule, the SEC encouraged the use of plain English in all filings and communication with shareholders. Did the SEC rule significantly impact managers’ disclosure style? And, more interestingly, did the SEC’s recommendations lead managers to change their disclosure style in filings not under the plain English mandate? Our textual analysis of Form 424, IPO prospectus, and 10-K filings over 1994–2009 finds that the SEC’s implementation of the plain English rule substantively impacted managerial behavior. When we focus on 10-K filings, we find that after the 1998 rule, firms are more likely to improve the stylistic components of their filing before an equity issuance and firms with better corporate governance policies are more likely to comply with the rule.

In this study, I focused on international Chinese doctoral students and sought to better understand their lived experience in transition to U.S. higher education. I also aimed to explore strategies that can be employed to improve these students’ academic and sociocultural experiences on American campuses. Guided by the adult transition theory (Goodman, Schlossberg & Anderson, 2006), this study used an interpretive phenomenological method. Qualitative data were collected from in-depth focus group interviews. The findings of this study informed higher education educators and practitioners about unique challenges faced by international Chinese graduates in transition and provided insightful knowledge for new practice, programs, and policies that can be created to improve international students’ transition and success

Since the release of Equality of Educational Opportunity, researchers have emphasized the importance of applying the results of research to policies for school improvement. Policies tell educators to do something, but not how to enact specific laws. This study analyzes data from 347 schools in 21 districts to identify variables that support the enactment of policies for parental engagement. We address research questions on how school and district practices affect the quality of school-based partnership programs. Our results indicate that a policy on parental involvement may be a good first step, but other factors—principals' support for family and community engagement and active facilitation of research-based structures and processes by district leaders—are important for establishing a basic partnership program. These factors promote programs that engage all students' families. Schools that take these steps have higher percentages of engaged families and report higher rates of average daily attendance among their students.

Objective. In recent years, immigration has become a central focus of political scrutiny. Much of the negativity directed toward the largely Mexican immigrant population asserts that they do not wish to learn English and acclimate to the dominant culture of the United States. Very little research, however, has explored how Mexican immigrants or Mexican Americans assess the value of English proficiency. Methods. Utilizing the Survey of Texas Adults, we examine attitudes regarding the importance of English. We explore the attitudes of Mexican-origin persons compared to other racial/ethnic groups, as well as explore within-group differences based on citizenship, nativity, and language use. Results. Our findings reveal the high importance that Spanish speakers, as well as many non-U.S. citizen Mexican immigrants, place on English proficiency. Furthermore, the results indicate that Spanish speakers are actually most likely to stress the importance of English. Conclusions. Our research contradicts accounts of the largely Spanish-speaking Mexican immigrant population as not valuing the English language. In so doing, our work contributes to larger scholarly efforts to better understand immigrants in general and Mexican immigrants in particular.