This study examined immigrant parents' role in their young children's language learning and development in linguistically different contexts. At home, participating children lived with parents who spoke little or no English and various other languages. At school, children were taught mostly by English speaking teachers, with occasional teacher aides who spoke another language. The study used five data collection instruments: a parent questionnaire on attitudes and preferences toward English and the mother tongue; an activity chart; audio recordings of parent-child linguistic interactions; an observation checklist to collect information on home language use; and parent interviews to clarify data collected using the other methods. Results indicated that parents' attitudes toward language in general, parents' interest in both the mother tongue and English, joint parent-child activities, and direct linguistic exchange between children and parents were important factors in supporting immigrant children's language learning. Parents wanted their children to be proficient in both languages. There was little coordination between the home and school in terms of spontaneous linguistic experiences. Considerable school support was available for the immigrant children and parents to learn English. (Contains 29 references.) (SM)