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Dual Language Development & Disorders Johanne Paradis

Dual Language Development & Disorders By Johanne Paradis

Dual Language Development & Disorders by Johanne Paradis

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Summary

Updated with the latest research, this third edition of the bestselling textbook prepares SLPs and educators to support young children who are dual language learners and make informed decisions about assessment and intervention when a disorder is present.

Dual Language Development & Disorders Summary

Dual Language Development & Disorders: A Handbook on Bilingualism and Second Language Learning by Johanne Paradis

Prepare SLPs and educators to support this growing population with the third edition of this bestselling textbook, developed by three influential experts on bilingual language development and aligned with Head Start guidelines on cultural and linguistic responsiveness.

Updated with the latest research and recommended practices, this book gives a broad audience of future professionals the clear and comprehensive information they need to promote positive outcomes for young dual language learners and make informed decisions about assessment and intervention when a disorder is present. Readers will get up-to-date guidance on a wide range of key topics, including recognizing the typical stages of second language learning, supporting development in both languages, distinguishing a language delay from a disorder, planning culturally appropriate interventions, addressing reading disorders in bilingual children, and more. New and enhanced student-friendly features make this edition even more engaging and practical, and a robust new package of online support materials will help faculty members use the book effectively in their courses.

With the foundational knowledge in this state-of-the-art textbook-also a valuable resource for in-practice SLPs and educators-professionals will be ready to help young dual language learners thrive, both at home and in the classroom.

WHAT'S NEW:

- New chapter on supporting heritage language development in children with immigration backgrounds
- Important updates throughout the book on best practices and recent research findings from the field
- Updated student-friendly features, including learning outcomes at the start of each chapter, tables and figures that illustrate key concepts and research, and Voices from the Field text boxes
- Two downloadable parent questionnaires to help SLPs gather critical information when working with culturally and linguistically diverse children
- New online companion materials: discussion questions and class activities for each chapter, plus a final integrative course project

Dual Language Development & Disorders Reviews

Adds a significant layer of depth to our understanding of dual language development and disorders in children as well as how to provide successful interventions for those at risk of language, communication, and reading disorders. Offering a comprehensive, compelling, and accessible discussion of the issues, this volume is essential reading. - Diane Tedick, University of Minnesota

Amazingly comprehensive and accessible . . .This new edition brings the handbook up-to-date and secures its status as an essential reference for many more years to come. - Li Wei, Chair of Applied Linguistics, UCL Institute of Education, and Editor of International Journal of Bilingual Education and Bilingualism

An accessible and multi-faceted book on language and literacy development and disorders in bilingual children with critically important theoretical and practical information. - Brian Goldstein, Chief Academic Officer (CAO), Executive Dean, College of Rehabilitative Sciences, University of St. Augustine for Health Science

The authors once again provide current, clear, and accessible information in a culturally responsive manner. Through interwoven discussions of research, educational and clinical contexts, and illustrative case examples, they skillfully build both a theoretical and practical understanding of the heterogeneous nature of dual language learning and how to support dual language learners with different experiences and ability levels. - Elizabeth Kay-Raining Bird, School of Communication Sciences and Disorders, Dalhousie University, Halifax, Nova Scotia, Canada

A wonderful book . . . both scholarly and accessible. The best source for science-based, realistic support for raising, teaching, and treating bilingual children. - Erika Hoff, Professor of Psychology, Florida Atlantic University

A welcome and important addition . . . masterfully synthesizes the latest evidence base on dual language learners with typical development as well as language impairment. This text should be considered required reading for clinicians and scholars. - Raul Rojas, Associate Professor, Director, Bilingual Language Lab, University of Texas at Dallas

An exemplary book that fully captures the state of the field, is well-written for varied audiences, and impactful in its description of findings for practice and policy. - Sandra Barrueco, Professor of Psychology, Director, Doctoral Program in Clinical Psychology, Director, Institute for Latin American and Iberian Studies and Latin American and Latino Studies, The Catholic University of America

About Johanne Paradis

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.

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.

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.

Table of Contents

  • Series Preface
  • Editorial Advisory Board
  • About the Authors
  • Acknowledgments
  • Section I: Foundations
  • 1. Introduction
  • 2. The Language-Culture Connection
  • 3. The Language Neurocognition Connection
  • Section II: Understanding Bilingual and Second Language Development
  • 4. Language Development in Simultaneous Bilingual Children
  • 5. Code-Mixing in Bilingual Development
  • 6. Second Language Development in Children
  • 7. Heritage Language Development in Children
  • 8. Language Development in Internationally-Adopted Children
  • 9. Schooling in a Second Language
  • Section III: Dual Language and Disorders
  • 10. Language and Communication Disorders in Bilingual Children
  • Appendix: The Normal Curve and Related Concepts
  • 11. Reading Difficulties in Bilingual Children
  • Glossary
  • Index

Additional information

GOR013117842
9781681254067
1681254069
Dual Language Development & Disorders: A Handbook on Bilingualism and Second Language Learning by Johanne Paradis
Johanne Paradis
Communication and Language Intervention
Used - Very Good
Paperback
Brookes Publishing Co
2021-03-30
400
N/A
Book picture is for illustrative purposes only, actual binding, cover or edition may vary.
This is a used book - there is no escaping the fact it has been read by someone else and it will show signs of wear and previous use. Overall we expect it to be in very good condition, but if you are not entirely satisfied please get in touch with us

Customer Reviews - Dual Language Development & Disorders