Changes in curricula, publication policy and information technology, notably in China have led to concentrations in the role of STEM (science, technology, engineering and mathematics) education in early childhood and applauded to proliferations of imported up-to-date reading materials and mobile apps in English. This paper proposes a longitude study of a Chinese toddler learning STEM by reading picture books and playing with tablet and suggests new horizons in parenting and in STEM education during children's early years. The present study carried out from 2016, when the participant reached one year old, eligible to learn to speak and to concentrate on the picture books read by parents who had filled a language background questionnaire with information on themselves and the participant. Tablet playing brought about for the two-year-old toddler and collections of STEM books in English was added for the second year. Data collection lasted for two years with an iLab video camera, capturing utterances and motions for five minutes per week transcribed by VoiceScript software. Tests were given quarterly at private home by tapping in mobile app "Bilingual Child Learning" which consists of 20 basic STEM themes before scores were collected. Findings indicate that (1) it is accessible for children of very early years to be engaged in English STEM resources, (2) kids' limited English dominance does not impede learning STEM, (3) and to think in English in early STEM contributes to children's English.

Studies in the area of cross-linguistic influence (CLI) have attracted the focus of multi-linguistic learners. However, little research on CLI deals with Asian learners, particularly Chinese-speaker with knowledge of two or more foreign languages. The present study explores CLI in L1 Chinese learners with both English (L2) and Spanish (L3) as foreign languages who are studying in Madrid, a Spanish-speaking community; their studies coincided with data collection. English learners were instructed to speak for analysis purposes, with the following aims: (i) to observe the most frequent category (functional transfer, code-switching, borrowing and coinage) in the CLI instances; (ii) to determine the source language of CLI; (iii) to investigate whether CLI factors, including language distance, L2 status, proficiency and recency of use, intervene in the appearance of CLI instances in the participants. Data was gathered from 16 female Chinese students at Complutense University of Madrid (UCM). These were master students aged 22 to 26, who visited Spain for more than 5 months when they participated in the present study. The instrument used was an English semi-structured interview. Results primarily reveal that (a) borrowing is the most prevalent category, accounting for 70% of the CLI instances; (b) Spanish is the main source language of CLI while Chinese plays a functional role in the transfer process; (c) language distance proves to be the strongest predictor of CLI.