This book explains normal and impaired dual language development and the differences between monolingual and dual language development so that professionals can understand these differences and successfully diagnose and treat dual language children with language delays and disorders. The book divides dual language children into two types: bilingual children, who have learned two languages from infancy, and second language learners, who are learning a second language after significant progress has been made with a first language. The book also breaks dual language learners into two types according to whether or not their primary language is widely used, has a high social value, and is typically associated with socioeconomic power. Case studies of four children representing each of these four groups are introduced in Chapter 1 and reoccur throughout the book. The final section of the book discusses assessment and intervention issues related to dual language children with impaired development.
Dual Language Development and Disorders: A Handbook on Bilingualism and Second Language Learning FROM THE PUBLISHER For professionals working with children who are bilingual or learning a second language during early childhood, it can be difficult to determine whether typical language development or a disorder is present. This comprehensive resource on bilingual and second language acquisition can help. Research-based and accessible, Dual Language Development and Disorders dispels many myths about dual language development and answers key questions that might arise as speech-language pathologists and educators work with children and their parents. Readers will also benefit from detailed profiles of dual language learners, definitions of key terms, and clinical implications sections for selected chapters. Filled with the clear information needed to make critical decisions, this book is a valuable reference for in-practice SLPs and educators, an ideal textbook for graduate students, and an easy-to-understand resource to share with parents.
SYNOPSIS Bilingual or multilingual children challenge monolingual educators. If the community is largely monolingual, educators may assign normality only to monolingual children. In addition, they may erroneously assume that all or no bilingual children have language disorders. Authors Genesee (psychology, McGill U.), Paradis (linguistics, U. of Alberta) and Crago (communication sciences and disorders, McGill U.) examine how language, culture, and the language-cognition connection work together, and sort out the symptoms and clues that indicate a disability from typical behaviors of very young bilingual children. They include information on how children acquire first and second languages, the special considerations educators must make when schooling in a second language, and assessment and intervention for children with dual language disorders. They include fictional case studies and chapter references. Annotation ©2004 Book News, Inc., Portland, OR
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