Bilingual Language Development and Disorders in Spanish-English Speakers

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9781598571714: Bilingual Language Development and Disorders in Spanish-English Speakers
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Because dual language learners are the fastest-growing segment of the U.S. student population--and the majority speak Spanish as a first language--the new generation of SLPs must have comprehensive knowledge of how to work effectively with bilingual speakers. That's what they'll get in the second edition of this book, an ideal graduate-level text and an essential resource for every practicing SLP. Fully updated with five new chapters on hot topics (see below), an expanded age range that includes infants and toddlers, and cutting-edge research findings, this book arms SLPs with the most current information on language development and disorders of Spanish-English bilingual children. More than 25 leading researchers give SLPs in-depth, high-level coverage of a broad range of critical topics, including social-cultural factors affecting language acquisition diagnosis of language disorders effective professional development infant/toddler language development first language loss bilingual lexical development semantic development verbal morphology and vocabulary morphosyntactic development code-switching grammatical impairments narrative development and disorders phonological development and disorders fluency SLPs will have the sophisticated knowledge they need to accurately distinguish language disorders from typical bilingual development, and they'll get a complete language intervention framework they can use as a guide for their own practice. Whether used as a graduate text or a trusted reference, this book will help SLPs fully understand the complexity of language development in bilingual children, diagnose disorders accurately, and conduct effective assessment and intervention for the growing number of Spanish-English bilingual speakers. With 5 new chapters! Literacy Language Processing and Production in Infants & Toddlers Cross-Linguistic Influence & Code-Switching Language and the Educational Setting Professional Development See how this product helps strengthen Head Start program quality and school readiness.

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Review:

"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." --David Ingram, Ph.D.

About the Author:

Brian A. Goldstein, Ph.D., CCC-SLP, is Provost & VP for Academic Affairs and Professor at the Department of Communication Sciences and Disorders at La Salle University in Philadelphia, PA. He received a masters and doctorate in speech-language pathology from Temple University and a bachelors in Linguistics and Cognitive Science from Brandeis University. He is well-published in the area of speech sound development and disorders in bilingual populations. His focus is on phonological development and disorders in monolingual Spanish-speaking and Spanish-English bilingual children. He is a fellow of the American Speech-Language-Hearing Association (ASHA) and received ASHA's Certificate of Recognition for Special Contribution in Multicultural Affairs. Lisa M. Bedore, Ph.D., Professor, Communication Sciences and Disorders, Moody, College of Communication, The University of Texas at Austin, 2405A Whitis Avenue, A1100, Austin, Texas 78712 Dr. Bedore's research interests focus on assessment and intervention for Spanish- English bilingual children with language impairment. Some of her work focuses on the ways that children's language experience and language ability interact in determining their language outcomes. 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. Vera Guti rrez-Clellen is professor emeritus in the School of Speech, Language, and Hearing Sciences at San Diego State University. Her research focused on the development of assessment measures for bilingual Spanish-English children and the evaluation of language intervention approaches for Latino children with language impairments. Aquiles Iglesias, Ph.D., is Professor and Founding Director of the Speech-Language Pathology Program at the University of Delaware. He was formerly a professor at Temple University and held various administrative positions. His major area of research is cultural and linguistic diversity, with a concentration on language acquisition in bilingual children. He developed the BESA (Bilingual English/Spanish Assessment) and has numerous publications. He is a Fellow of the American Speech-Language-Hearing Association (ASHA) and received its highest award, Honors of the Association. Donna Jackson-Maldonado, Ph.D., is Professor at Department of Languages and Literature (Facultad de Lenguas y Letras) in Universidad Aut 3noma de Quer (c)taro, 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 M (c)xico 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 Aut 3noma de Quer (c)taro 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 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 comparisons between typically developing children learning a second language (minority children in particular) and monolingual children with SLI (e.g., How is their oral language similar and different? Are there aspects of language use particular to children with SLI and not to children learning a second language?) Both lines of research are aimed at developing ways to identify the clinical population among children in multilingual settings. Barbara Zurer Pearson, Ph.D., Research Associate, Department of Linguistics, University of Massachusetts Amherst, 226 South College, 150 Hicks Way, Amherst MA 01003 Barbara Zurer Pearson received her Ph.D. from the University of Miami, where she was the coordinator of the Bilingualism Study Group for 10 years and a major contributor to Language and Literacy in Bilingual Children (Oller & Eilers; Multilingual Matters, 2002). She is currently a research associate and codirector of the Language Acquisition Research Center at the University of Massachusetts Amherst. Her book for a popular audience, Raising a Bilingual Child (Random House, 2008), has been published in Spanish and Polish and is being translated into Chinese. Elizabeth Pe a, Ph.D., CCC-SLP, is Professor in the School of Education at the University of California, Irvine. Her work focuses on differentiating language impairment from language difference in bilingual children. Her assessment work employs a variety of methods including standardized and dynamic assessment. She is interested in how children from diverse linguistic backgrounds learn new language skills and how they lexicalize their conceptual knowledge across two languages and has published extensively in these areas. She is a Fellow of the American Speech, Language, and Hearing Association. Nan Bernstein Ratner, Ed.D., Professor and Chair, Department of Hearing and Speech Sciences, The University of Maryland, College Park, 0100 Lefrak Hall, College Park, MD 20742 Nan Bernstein Ratner is Professor and Chair, Department of Hearing and Speech Sciences, The University of Maryland, College Park. She has published widely in the areas of typical and atypical language development, fluency and stuttering, and parent-child interaction. She is the coauthor of the texts Psycholinguistics (Harcourt Brace College Publishers, 1998) and The Development of Language, Eighth Edition (Pearson, 2012), both with Jean Berko Gleason, and A Handbook on Stuttering, Sixth Edition (Delmar Cengage Learning, 2008), with the late Oliver Bloodstein. She is a Fellow of the American Speech-Language-Hearing Association.

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Book Description Brookes Publishing Co, United States, 2011. Paperback. Condition: New. 2nd ed.. Language: English. Brand new Book. Because dual language learners are the fastest-growing segment of the U.S. student population--and the majority speak Spanish as a first language--the new generation of SLPs must have comprehensive knowledge of how to work effectively with bilingual speakers. That's what they'll get in the second edition of this book, an ideal graduate-level text and an essential resource for every practicing SLP. Fully updated with five new chapters on hot topics (see below), an expanded age range that includes infants and toddlers, and cutting-edge research findings, this book arms SLPs with the most current information on language development and disorders of Spanish-English bilingual children. More than 25 leading researchers give SLPs in-depth, high-level coverage of a broad range of critical topics, including social-cultural factors affecting language acquisition diagnosis of language disorders effective professional development infant/toddler language development first language loss bilingual lexical development semantic development verbal morphology and vocabulary morphosyntactic development code-switching grammatical impairments narrative development and disorders phonological development and disorders fluency SLPs will have the sophisticated knowledge they need to accurately distinguish language disorders from typical bilingual development, and they'll get a complete language intervention framework they can use as a guide for their own practice. Whether used as a graduate text or a trusted reference, this book will help SLPs fully understand the complexity of language development in bilingual children, diagnose disorders accurately, and conduct effective assessment and intervention for the growing number of Spanish-English bilingual speakers. With 5 new chapters! Literacy Language Processing and Production in Infants & Toddlers Cross-Linguistic Influence & Code-Switching Language and the Educational Setting Professional Development See how this product helps strengthen Head Start program quality and school readiness. Seller Inventory # AAC9781598571714

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