Bilingual Language Development and Disorders in Spanish-English Speakers


With the increasing number of Spanish-English bilingual children in the U.S., both SLPs and researchers must understand speech and language developments in these children - and SLPs also need reliable assessment and intervention approaches for serving bilingual children with language disorders. This comprehensive text is one of the few to offer readers in-depth theoretical and practical information on these timely topics. Focusing on children from 3 to 12 years of age, this urgently needed resource brings ...

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With the increasing number of Spanish-English bilingual children in the U.S., both SLPs and researchers must understand speech and language developments in these children - and SLPs also need reliable assessment and intervention approaches for serving bilingual children with language disorders. This comprehensive text is one of the few to offer readers in-depth theoretical and practical information on these timely topics. Focusing on children from 3 to 12 years of age, this urgently needed resource brings together more than a dozen top researchers to present developmental data, best assessment practices, and appropriate intervention approaches in the following areas: language processing skills lexical development morpho-syntactic development first language loss grammatical impairments semantic development phonological development and disorders narrative development and disorders fluency A concluding chapter provides readers with a framework for appropriate language intervention for bilingual speakers. The chapter outlines the major purposes of intervention for bilingual children with speech and language disorders, explores the debate over which language SLPs should use with bilingual children, and examines ways to promote gains in both languages. With this research-based text, SLPs will understand the complexity of language development in bilingual children and learn appropriate assessment and intervention approaches.

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Editorial Reviews

David Ingram

"Since I first saw the first edition in manuscript, it has been my first recommendation to my students, and will be even more so with the new material. I'd like to give my fullest endorsement to this wonderful work on dual language learning."
Independent Researcher in multilingualism and child language - Madalena Cruz-Ferreira
A timely must-have reference for anyone working in multilingual settings, and for anyone concerned with the implementation of fair assessment practices which do justice to multilingualism.
speech-language pathologist - Joy Coulis
"During an era of accountability, evidence-based practice, and growing diversity, [this book] provides practicing speech-language pathologists and graduate students with content to advance their skills, contribute to their confidence and success, and maintain the integrity of the scope of practice."
Charles Sturt University, Australia - Sharynne McLeod
"All speech-language pathologists who work with Spanish-English speaking children need to read this book. It is a distillation of evidence regarding speech, language, literacy and professional practice addressing infancy to adolescence."
Professor, Department of Speech Pathology and Audiology, California State University, Sacramento - Celeste Roseberry-McKibbin
"This timely, important book makes a much-needed contribution to the field . . . a must for professionals in both research and clinical settings!"
Inc. Book News
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Product Details

  • ISBN-13: 9781598571714
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 11/1/2011
  • Edition number: 2
  • Pages: 416
  • Sales rank: 743,009
  • Product dimensions: 7.00 (w) x 9.90 (h) x 0.90 (d)

Meet the Author

Barbara Conboy, Ph.D., is currently a postdoctoral Research Associate at the Center for Mind, Brain & Learning at the University of Washington. She earned a doctorate in language and communicative disorders at the University of California, San Diego/San Diego State University; a Master of Arts degree in speech-language-hearing at Temple University; and a bachelor of arts in Latin American studies at Smith College. She is certified by the American Speech-Language-Hearing Association as a speech-language pathologist and has worked extensively with bilingual children with language-learning disorders. Her research interests include early bilingualism, experiential factors in language acquisition and brain development, and the early identification and treatment of language impairment in bilingual children.

Brian A. Goldstein, Ph.D., CCC-SLP, Professor, Department of Communication Sciences and Disorders, Temple University, 110 Weiss Hall (265-62), 1701 North Broad Street, Philadelphia, Pennsylvania, 19122

In addition to his teaching duties, Dr. Goldstein is the Associate Dean for Faculty and Academic Affairs in the College of Health Professions and Social Work at Temple University. He received a bachelor's degree in linguistics and cognitive science from Brandeis University and a master's degree and doctorate in speech-language pathology from Temple University. He is well published in the area of communication development and disorders in Latino children, focusing on phonological development and disorders in monolingual Spanish and Spanish–English bilingual children. He is the author of Cultural and Linguistic Diversity Resource Guide for Speech-Language Pathologists (Singular Publishing Group, 2000). He has served as an editorial consultant for numerous journals and was the editor of Language, Speech, and Hearing Services in Schools, published by the American Speech-Language-Hearing Association (ASHA) from 2004 to 2006. He has served on numerous state and national committees including the Multicultural Issues Board, the Publications Board, and the Council of Editors of ASHA. He is an ASHA Fellow, where he has received the Certificate of Recognition for Special Contribution in Multicultural Affairs. He is a recipient of the Lindback Foundation Award for Distinguished Teaching and the Great Teacher Award from Temple University.

Donna Jackson-Maldonado, Ph.D., is Professor at Department of Languages and Literature (Facultad de Lenguas y Letras) in Universidad Autónoma de Querétaro, Qa de Cedros, Mexico. Dr. Jackson-Maldonado was born in the United States but was brought up in Mexico. She has lived in a bilingual-bicultural environment all of her life. Her initial professional experience was as a speech-language pathologist working with children with language disorders and learning disabilities and deaf children. She also has worked for the Mexican government's special education and communication disorders programs, doing in-service training, writing books and manuals, and developing language assessment instruments. Dr. Jackson-Maldonado received her doctorate in linguistics from El Colegio de México in Mexico City. Her research has been in Spanish and bilingual language development in infants and toddlers. Part of this work was the development of the Mac-Arthur Inventarios del Desarrollo de Habilidades Comunicativas and, with Donna J. Thal, a language and gesture battery for Spanish speakers. Dr. Jackson-Maldonado is currently a full-time professor and researcher at the Universidad Autónoma de Querétaro in Mexico. She directs a project on late-talking Spanish-speaking toddlers.

Dr. Paradis completed her doctorate in psychology and pursued postdoctoral studies in communication disorders, both at McGill University. She has published numerous articles in scientific journals on bilingual and second language children, both typically developing and with specific

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Table of Contents

About the Editor
About the Contributors
Foreword D. Kimbrough Oller
Preface to the Second Edition

I. Setting the Stage

  1. Bilingual Language Development of English Language Learners: Modeling the Growth of Two Languages
    Aquiles Iglesias & Raúl Rojas
  2. Bilingual Language Acquisition and the Child Socialization Process
    Carol Scheffner Hammer & Barbara Rodríguez
  3. Language Processing and Production in Infants and Toddlers
    Barbara T. Conboy
  4. Cross-Linguistic Influence and Code-Switching
    Johanne Paradis

II. Lexical and Semantic Aspects

  1. Processing Skills in Early Sequential Bilinguals
    Kathryn Kohnert
  2. Bilingual Lexical Development, Assessment, and Intervention
    Janet L. Patterson & Barbara Zurer Pearson
  3. Semantic Development in Spanish–English Bilinguals: Theory, Assessment, and Intervention
    Elizabeth D. Peña, Ellen Stubbe Kester, & Li Sheng

III. From Grammar to Discourse

  1. Verbal Morphology and Vocabulary in Monolinguals, Emerging Bilinguals, and Monolingual Children with Primary Language Impairment
    Donna Jackson-Maldonado
  2. Morphosyntactic Development
    Lisa M. Bedore, Solaman J. Cooperson, & Karin M. Boerger
  3. First Language Loss in Spanish-Speaking Children: Patterns of Loss and Implications for Clinical Practice
    Raquel T. Anderson
  4. Grammatical Impairments in Spanish–English Bilingual Children
    María Adelaida Restrepo & Vera F. Gutíerrez-Clellen
  5. Narrative Development and Disorders in Bilingual Children
    Vera Gutíerrez-Clellen
  6. Literacy
    Megan Dunn Davison & María Brea-Spahn
  7. Language and the Educational Setting
    Lisa López

IV. Speech Characteristics

  1. Phonological Development and Disorders
    Brian A. Goldstein & Christina Gildersleeve-Neumann
  2. Fluency
    Nan Bernstein Ratner

V. Research to Practice

  1. Language Intervention with Bilingual Children
    Kathryn Kohnert & Ann Derr

    Appendix: Resources for Spanish–English Speech–Language Therapy

  2. Professional Development Practices and Content for Professionals Working with Preschool Dual Language Learners
    María Adelaida Restrepo & Shelley Gray


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