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Dual Language Development and Disorders: A Handbook on Bilingualism & Second Language Learning / Edition 2

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Overview

As a professional working with children who are bilingual or learning a second language during early childhood, you know how difficult it can be to determine whether you're seeing typical language development or a disorder. That's why you need this comprehensive, up-to-date resource on bilingual and second language acquisition. Research-based but easy to understand, this book dispels many myths about dual language development and answers key questions that might arise as you work with children and their parents. You'll find in-depth explorations of the complex processes of bilingual and second language acquisition, both at home and in school the question of whether dual language learning affects cognitive development the debate over the "best way" to raise a child to be bilingual the important but often misunderstood concept of code-mixing the issues related to diagnosis of disorders factors involved in planning effective interventions Student profiles, definitions of key terms, and "clinical implications" sections for selected chapters make this a valuable reference for in-practice SLPs and educators, an accessible resource for parents, and an ideal textbook for graduate students. As you work with bilingual children and second language learners, you'll find this book gives you the clear information you need to make critical decisions.

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Editorial Reviews

Brian A. Goldstein

"A rare broad and deep treatment of the myriad issues surrounding language and literacy development and disorders in bilingual children . . . an indispensable resource."
Arizona State University - Jeff MacSwan
"[The authors] expertly review and integrate current research on bilingual language development . . . informing the critical perceptions and decisions of SLPs and educators working with a wide variety of bilingual child profiles."
The Midwest Book Review - California Bookwatch
"From making decisions on schooling options to applying assessment strategies to diagnose language issues, this is packed with real-world answers to common problems."
Professor, Chair, Department of Human Development and Applied Psychology, The Ontario Institute for Studies in Education - Geva Eshter
"Balanced and useful . . . synthesize[s] in an accessible, well-informed, and practical manner what is known about typical and impaired bilingual and second language learning in children."
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Product Details

  • ISBN-13: 9781598570588
  • Publisher: Brookes, Paul H. Publishing Company
  • Publication date: 11/1/2010
  • Series: CLI Series
  • Edition number: 2
  • Pages: 296
  • Sales rank: 211,397
  • Product dimensions: 7.00 (w) x 9.90 (h) x 0.70 (d)

Meet the Author

Martha B. Crago, Ph.D., has bachelor of arts, master's of science, and doctoral degrees from McGill Univerisity. Prior to becoming a professor in communication sciences and disorders at McGill, she worked as a speech-language pathologist. At present, Dr. Crago is McGill's Dean of Graduate and Postdoctoral Studies and Associate Provost (Academic Programs). Her research has focused on cross-linguistic and cross-cultural studies of Inuktitut, French, English, and Arabic across a variety of learners, including bilingual children as well as children with language impairments. Her research has been published in numerous articles, books, and book chapters. Dr. Crago has been the President of the Association des Doyen(nes) des Etudes Superieures du Quebec and President of the Canadian Association of Graduate Studies (CAGS) and a member of the Executive Board of the Council of Graduate Studies (USA). She also serves on a number of Canadian national committees and review boards, including the Standing Committee on Fellowships and Career Development of the Social Sciences and Humanities Research Council of Canada, Le Chantier du Releve des Fonds Quebecois de Recherche en Nature et Technologie, and the Steering Committee for the Evaluation of the Strategic Training Initiative in Health Research of the Canadian Institutes for Health Research.

Dr. Genesee is the author of nine books and numerous articles in scientific, professional, and popular journals and publications. He has carried out extensive research on alternative approaches to bilingual education, including second/foreign language immersion programs for language majority students and alternative forms of bilingual education for language minority students. This work has systematically documented the longitudinal language development (oral and written) and academic achievement of students educated through the media of two languages — their home language and another language. Along with Donna Christian and Liz Howard, Dr. Genesee is currently involved in a longitudinal study of a number of two-way immersion programs in the United States of America. He has consulted with poicy groups in Canada, Estonia, Germany, Hong Kong, Italy, Japan, Latvia, Russia, Spain, and the United States on issues related to second language teaching and learning in school-age learners. Dr. Genesee is also interested in basic issues related to language learning, representation, and use in bilingual children. His work in this domain focuses on simultaneous acquisition of two languages during early infancy and childhood; his specific interests include language representation (lexical and syntactic) in early stages of bilingual acquisition, transfer in bilingual development, structural and functional characteristics of child bilingual code-mixing, and communication skills in young bilingual children. A new line of research will examine the language/speech processing skills of preverbal bilingual and second language infants. Collectively, this work seeks to extend understanding of the limits of the human faculty for language acquisition, which, to date, has been based primarily on studies of monolingual acquisition.

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 language impairment (SLI). Before completing her doctorate, she taught English as a Second Language to adults and children for 10 years. Dr. Paradis is currently pursuing two lines of research. One line is concerned with bilingual children with SLI (e.g., Do bilingual children with SLI exhibit difficulties equally in both their languages? Do bilingual children with SLI exhibit more severe difficulties than monlingual children with SLI?). Her second line of research consists of comp

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Table of Contents

Series Preface
Editorial Advisory Board
About the Authors
Foreword Laurence B. Leonard
Acknowledgments

Section I: Foundations

  1. Introduction
  2. The Language–Culture Connection
  3. The Language–Cognition Connection

Section II: Understanding Bilingual and Second Language Development

  1. Language Development in Simultaneous Bilingual Children
  2. Code-Mixing in Bilingual Development
  3. Second Language Development in Children
  4. Language Development in Internationally Adopted Children
  5. Schooling in a Second Language

Section III: Dual Language and Disorders

  1. Language Impairment in Dual Language Children
  2. Reading Impairment in Dual Language Children

Glossary
Index

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