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Although studies have shown that electronic media exposure can negatively affect infants’ and young children’s language development, exposure to these forms of media is increasing in North America. To better understand the types of electronic media exposure and their potential effects, we utilized naturalistic daylong recordings collected in the homes of bilingual Spanish–English infants of Latinx descent (n = 37). The present study examines contextual aspects of electronic media exposure, and the effects of electronic media on two types of parent–infant social interactions associated with child language development: parentese (a style of infant-directed speech distinguished by its higher pitch, slower tempo, and exaggerated intonation) and parent–infant turn-taking. Using Language ENvironment Analysis (LENA), two daylong audio recordings were collected from each family. These recordings were manually annotated for electronic media type, directedness, language, parental support, parentese, and turn-taking. Our results showed that the infants in our study experienced exposure to many different forms of electronic media, in both English and Spanish, and that the programming was predominantly adult-directed rather than child-directed. While both parentese and turn-taking were reduced in the presence of electronic media, the strength of these effects was modulated by electronic media sources, demonstrating that various devices differentially affect parental language input. These results provide a glimpse into what types of media young bilingual Spanish–English learning infants are experiencing and can help researchers design language interventions that are inclusive and relevant for families from these populations.

This study aims to show the complexities of engagement between students - Venezuelan and Brazilian - and their teachers. This qualitative ethnographic study documents the everyday pedagogies and practices that take place in elementary schools with high levels of refugee and immigrant children. While Brazilian law ensures the basic right to public education, forbidding discrimination based on nationality or immigration status (Lei de Diretrizes e Bases da Educação, 1996), the barriers remain. Through the frameworks of multicultural (USA) and intercultural (Brazil) education, this paper shows how Brazilian teachers and students of Venezuelan and Brazilian backgrounds engage, learn from one another and build welcoming spaces, but also how stereotypes are reinforced inside classrooms and schools.

This qualitative study uses ethnography to understand how recent Venezuelan migratory flow influences Brazilian and Venezuelan children’s educational experiences in elementary education. Participants were Venezuelan (N = 57) and Brazilian (N = 76) children in two elementary schools in the city of Boa Vista. Data sources for the study are school observations in four elementary classrooms (1st and 2nd grade) and semi-structured interviews with caregivers, teachers, administrators and other educators. This paper also collected children’s drawings and writings and documents like curricula, strategic planning, guidelines, policies, grades, reports and any other textual or photographic material made available at the city level.

In the field of education, there is a critical need for understanding children’s education experiences. This paper focuses on the experiences of teachers and students in two elementary schools in Brazil. This paper focus on two findings: first that teachers promote the learning of Portuguese to show care toward their Venezuelan students. Second, children in the classroom show solidarity with one another and resist some of the more rigid Portuguese-only practices enacted by teachers. This work uses the frameworks of intercultural (more commonly used in Brazil) and multicultural education to inform the analysis.

In this study, this paper puts these frameworks of interculturalism, multiculturalism, language use and solidarity into conversation to understand the dynamics of two elementary classrooms in the city of Boa Vista, Brazil. While this paper shows the shortcomings of a seemingly multicultural and multilanguage classroom, it also shows how children actively resist the rigidity of teaching and learning in elementary schooling.

This study is a response both to the increasing South–South migration trend in Latin America and its consequences on public education systems. Through multicultural and intercultural lenses, this research highlighted the complexity of interactions within multicultural classrooms by delving into a two-year ethnographic study conducted in Boa Vista, Brazil, focusing on Venezuelan and Brazilian children in two local elementary schools. This paper focused on two main observations this paper refers to as “Teaching Portuguese as a Way of Caring” and “Children's Solidarity Work.” Teachers primarily centered their instruction on teaching Portuguese to migrant children, believing it to lead to quicker integration in the classroom and beyond – thus as a way of caring for their migrant students.

In November 2022, the commercial company, OpenAI, launched ChatGPT. Since then, university students have rapidly become regular users of this artificial intelligence (AI) platform. One reason for this is the powerful capability of this generative AI tool to produce textual content, which in many cases, is almost indistinguishable from human-generated content. Another reason is that ChatGPT easily gives anyone access to knowledge. However, there is a problem as the vast majority of its users have no idea how this AI platform works and thus overlook the importance of thinking critically about information communicated in ChatGPT. While some call for banning this generative AI tool, this study aims to provide evidence that science classrooms can become scenarios where students find explicit, concrete, and realistic opportunities to critically evaluate scientific information generated by ChatGPT.

An intervention study was conducted with 55 students (26 females and 29 males, 17–24 years old) during a university Spanish-English bilingual science course taught within an active learning environment. The data consist of the written critiques of the students about Spanish-English bilingual scientific texts produced by ChatGPT.

Results indicate that the intervention had a positive effect on students’ abilities to construct sound arguments in Spanish and in English while judging the quality of scientific texts produced by this AI bot. Moreover, the findings suggest that the intervention enriched students’ skills to make improvements to texts produced by this generative AI tool.

The evidence provided in this study contributes to the exploration of possibilities to help students become critical users of ChatGPT.

Computer-assisted language learning (CALL) can create participatory cultures by removing barriers to access materials, encouraging student modes of expression, differentiating student interactions through digital environments and increasing learner autonomy. Participatory cultures require competencies or new media literacy (NML) skills to be successful in a digital world. However, professional development (PD) often lacks training on CALL and its implementation to develop such skills. The purpose of this study is to describe teachers use of digital tools for multilingual learners through a relevant theoretical perspective.

This design-based research study examines 30 in-service teachers in South Carolina, a destination state for Latinx immigrants, focusing data over three semesters of PD: interviews and instructional logs. The researchers address the question: How are teachers using digital tools to advance NML for multilingual learners (MLs)?

The authors analyzed current elementary teachers’ use of digital tools for language learning and NML purposes. Three themes are discussed: NMLs and digital literacy boundaries, digital tools for MLs and literacy teaching for MLs and NML skills.

Teacher PD often needs more specificity regarding the intersection of MLs and digital literacy. The authors contribute to the literature on needed elementary teaching practices for MLs, the integration of NML and how these practices may be addressed through PD.

This study aims to identify how Spanish consumers’ extrinsic preferences for food have evolved by examining the extant literature on food preferences in Spain, focusing on food-related attributes and food-related values.

This study is based on a synthetic review of the extant academic literature on Spanish consumer preferences for food-related attributes and food-related values from the mid-20th to the 21st century. This study uses key economic and social milestones that are most likely to influence food value chain actors to show how consumer preferences have evolved over the study period.

Spanish consumer food attribute preferences expanded as the food sector of the nation continued to grow, and value preferences showed a similar pattern from the mid-20th to the 21st century. The drivers of these preferences were trust, lifestyle, education (campaigns), sociodemographic factors and purchasing power.

Evaluating the extant literature’s contribution to consumer preferences for food-related attributes and values is important because it can aid in understanding the hierarchy and variety of consumers’ food preferences as well as the factors that drive these preferences. To the best of the authors’ knowledge, this study is the first to explore how Spanish consumer preferences evolved between the mid-20th and 21st centuries.

This study aims to evaluate the association between ethnic minority membership and their knowledge about their human health rights in Peru.

A secondary analysis of the National Health User Satisfaction Survey 2015–2016 was conducted using an analytical cross-sectional design. Participants who spoke Quechua, Aymara, Awajun, Bora or a language other than Spanish aged 15 year were considered as a racial minority. The question “Do you know that by law you have health rights?” was applied to incorporate knowledge on health rights. Generalized linear models of the Poisson distribution were used to calculate crude prevalence ratio and adjusted prevalence ratio. A total of 3,721 responses were included in the analysis.

The average age was 38.3 year, and 26.6% were males. The prevalence of belonging to an ethnic minority was 7.7%, and 27.6% of the participants did not know about their health rights. An association was found in the adjusted regression analysis between belonging to an ethnic minority and a greater probability of not knowing human health rights.

The value of the works lies in one in four participants who did not know he had health rights by law. Belonging to an ethnic minority was associated with not knowing about having human health rights.

The purpose of this paper is to present findings on a community-based participatory research project where the authors examined access and ability to use technology, attitudes and perceptions of technology, and COVID-19 and mental health beliefs in the time of COVID-19, among predominantly Hispanic/Latinx farmworker males residing in the US–Mexico border city of El Paso, Texas.

This paper used a qualitative narrative analysis which consisted of in-person interviews in Spanish with male farmworkers (n = 10) between the ages of 49–60 years. This paper applied a research approach designed to engage researchers and community stakeholders as equal partners with the goal of improving practice.

Of the participants, eight reported having a phone and only three reported knowing how to use the internet. Before the COVID-19 pandemic, the participants reported living a relatively stress-free life. When the pandemic impacted their community, they reported experiencing heightened anxiety and stress. To relieve stress, all participants used healthy coping strategies (e.g. walking and gardening).

The findings suggest that farmworker males are receptive to obtaining mental health services. In addition, they would benefit from resources highlighting healthy stress coping mechanisms. Due to their limited knowledge of current internet technology, efforts on how to promote and deliver mental health services and resources to farmworkers should be strategic and appropriate.

The Islamic world spans many different languages with different language structures. This paper aims to explore one way in which language structure affects consumer response to the marketing of cobrands.

Two between subject experiments were conducted using samples of participants from Saudi Arabia and the USA. The first manipulated partner brand category similarity and brand name order, along with the structure of the language used to communicate with the market. The data for this study includes Arabic speakers in Saudi Arabia as well as English speakers in the USA. The second study explores how targeting a population fluent in multiple languages of varied structure nullifies the findings from the first study and uses Latino participants in the USA.

This study finds that when brands come from similar product categories, name order did not affect cobrand evaluations, but it did when the brands come from dissimilar product categories. Here, evaluations of the cobrand are enhanced when the invited brand is in the position that adjectives occupy in the participant’s language. The authors also find that being proficient in two languages, each with a different default order for adjectives and nouns, quashes the effect of name order otherwise seen when brands from dissimilar product categories engage in cobranding.

By examining the impact of language structure on the effects of cobrand evaluation and conducting studies among participants with differing dominant languages, this research can rule out simple primacy or recency effects.