Bilingual Language Development & Disorders in SpanishEnglish Speakers (Paperback)

Dual language learners are the fastest-growing segment of the U.S. student population, and the majority speak Spanish as a first language. This graduate-level textbook--now in its third edition--gives future speech-language pathologists the comprehensive knowledge they need to work effectively with Spanish-English bilingual children and support their language development.

Aligned with current best practices and updated with the latest research and new chapters on critical topics, this book prepares SLPs for practice with cutting-edge information on language development and disorders of Spanish-English bilingual children. More than 25 leading researchers compile the high-level knowledge SLPs need to understand the complexity of language development in bilingual children, distinguish language differences from disorders accurately, and conduct effective assessment and intervention. An essential graduate text that will also be a trusted reference for practicing professionals, this third edition gives current and future SLPs a broad, deep, and nuanced understanding of communication development and disorders in Spanish-English bilingual children.

NEW CHAPTERS ON: the human right to communicate in more than one language - development of speech perception and production in bilingual preverbal infants - culturally and linguistically responsive approaches to language intervention

UPDATED INFORMATION ON: bilingual language development of English learners - bilingualism and the child socialization process - bilingual lexical development, assessment, and intervention - semantic development - grammatical impairments - morphosyntactic development - cross-linguistic influence and code-switching - oral narrative language skills and disorders - first language loss and attrition - literacy learning - the intersection of language and academics - speech sound development and disorders - fluency - professional development practices

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Megan Dunn Davison, Ph.D., 's research has focused on the contributions of early language development to later reading outcomes in diverse preschool children and school-age children with language-based learning disabilities. Her current research focus is on community-based program evaluation spanning from early childhood to workforce development to achieve data-informed policy change.

Kelly Escobar, Ph.D., is a Latine scholar and developmental psychologist. Her research has focused on the cultural and contextual factors that shape young Latine children's dual language development. She has also worked to develop and implement several interventions targeted dual language learners across New York City. She received her Ph.D. in Applied Developmental Psychology from New York University.

Christine E. Fiestas, Ph.D., is an associate professor in the graduate Speech- Pathology program at St. Augustine University for Health Sciences-Austin campus. Her clinical specialty areas are in the assessment and treatment of developmental language disorders from birth through school ages as well as the assessment of reading and fluency disorders. Her lines of research include the assessment and treatment of language and literacy disorders for individuals who are bilingual, multilingual and speakers of dialects which are not mainstream English. These lines of inquiry include development of language assessment instruments for diagnosis, screening and progress monitoring measures for diverse children including children who are bilingual as well as intervention research to support both languages of bilingual children with language and literacy disorders.

Brian A. Goldstein, Ph.D., CCC-SLP, s the Chief Academic Officer and Executive Dean at the University of St. Augustine for Health Sciences, San Marcos, CA. Dr. Goldstein is well-published in the area of communication development and disorders in Latino children focusing on speech sound development and disorders in monolingual Spanish and Spanish-English bilingual children. He is the former editor of Language, Speech and Hearing Services in Schools, is a Fellow of the American Speech-Language-Hearing Association (ASHA), and received the Certificate of Recognition for Special Contribution in Multicultural Affairs from ASHA.

Raquel T. Anderson, Ph.D., is professor at the Department of Speech and Hearing Sciences at Indiana University, Bloomington Campus. She teaches and conducts research in the area of child language development and disorders in both monolingual and bilingual populations, with a particular focus on Spanish, and Spanish-English speakers. She directs the masterâ (TM)s level bilingual track program, STEPS, in the department.

Lisa M. Bedore, Ph.D., studies language development and disorders in Spanish-English bilinguals. Work on typical bilingual language acquisition provides a foundation for her work focusing on identification of clinical markers to accurately identify children with language impairment and to identify targets for language intervention. Her work was been funded by the National Institute of Deafness and Other Communication Disorders.

Nan Bernstein-Ratner, Ed.D., is a Board-Certified Specialist in child language and language disorders, American Speech-Language-Hearing Association Honors recipient, and Fellow of the American Association for the Advance¬ment of Science. Her primary areas of funded and published research focus on interactions between fluency and language development/disorder, and the role of adult input/interaction in child communication development. With the late Oliver Bloodstein, she is coauthor of A Handbook on Stuttering; with Jean Berko Gleason, she has coauthored the texts Psycholinguistics and The Development of Language. She co-directs the FluencyBank and other TalkBank initiatives (www.fluencybank.talkbank.org) with Brian MacWhinney.

Karin M. Boerger, Ph.D., earned her M.S. from Rush University, and after working several years as a bilingual speech-language pathologist, she returned for her doctorate from the University of Texas at Austin. She is passionate about guiding graduate students through differential diagnoses of language differences and disorders and working with pre-school aged, emergent English speakers.

María R. Brea, Ph.D., CCC-SLP, research investigated interactions between Spanish-specific phonotactic patterns and nonword repetition performance in emerging bilingual children. More recent research collaborations have focused on discourse coherence and syntactic complexity in children with dyslexia, dysgraphia, and oral-written language learning disabilities. Additional areas of interest include the impact of strategic writing instructional approaches on childrenâ (TM)s expository text composition and the influence of multicultural funds of knowledge on family literacy practices.

Courtney Byrd, Ph.D., CCC-SLP, is a Full Professor, Associate Chair, and Graduate Advisor in the Department of Speech, Language and Hearing Sciences at The University of Texas at Austin, where she also serves as Founding and Executive Director of The Arthur M. Blank Center for Stuttering Education and Research, which has three core branches each of which she also founded and directs, including the Michael and Tami Lang Stuttering Institute, the Dealey Family Foundation Stuttering Clinic, and the Dr. Jennifer and Emanuel Bodner Developmental Stuttering Lab. Dr. Byrd also serves as the Vice President for Research for The Stuttering Foundation and has been an active member of the National Stuttering Association since attending her first meeting 25 years ago. She has over 100 peer-reviewed publications, and has dedicated her life's work to advancing understanding of the etiology across culturally and linguistically diverse populations, as well as improving treatment and training practices to better serve people who stutter.

Anny Castilla-Earls, Ph.D., is an Associate Professor in the Department of Communication Disorders and Sciences at the University of Houston. Her primary research interests are language development, assessment and disorders in monolingual and bilingual children. Her current research explores approaches to differentiate typically developing bilingual children from bilingual children with language disorders by (a) examining differences between monolingual and bilingual development, and (b) studying the effect of language exposure shifts on bilingual development. Dr. Castilla-Earls' current research is funded by the National Institute of Deafness and Other Communication Disorders.

Soloman J. Cooperson, Ph.D., completed his Ph.D. at the University of Texas at Austin. His interests include development and disorders of phonology and morphosyntax.

Christina Gildersleeve-Neumann, Ph.D., CCC-SLP, is Professor of Speech and Hearing Sciences at Portland State University where she co-founded the PSU Bilingual Concentration and the Education for SLPs in Ecuador Program. Her research, teaching, and clinical interests focus on typical and atypical speech development in Spanish-English bilingual children. She has published and presented research on these topics for over 20 years.

Kai Greene, Ph.D., CCC-SLP, is an Assistant Professor at California State University Dominguez Hills in the College of Education: Department of Special Education. His courses focus on dual language learners, inclusionary practices, atypical development, and communication disorders. After three decades of service in the field of education, his curiosity to better understand how teachers teach and how students learn continues.

Carol Scheffner Hammer, Ph.D., is Professor of Communication Sciences and Disorders at Teachers College, Columbia University. Her research addresses three interrelated areas that focus on young childrenâ (TM)s school readiness and academic outcomes. These include: environmental and cultural influences on children's language and literacy development; the development of language assessments; and the development and testing of interventions that promote children's language and literacy development. Dr. Hammer has a particular interest in bilingual children and children from diverse socio-cultural backgrounds. Her work has been continually funded since 2000 by agencies such as the National Institutes of Health and the U.S. Department of Education.

Aquiles Iglesias, Ph.D., is a Professor and the Founding Director of the Speech-Language Pathology program at the University of Delaware. Dr. Iglesias' work focuses on language development and assessment of Bilingual (Spanish/English) children. He is the author of the Bilingual/English Spanish Assessment (BESA), Systematic Analysis of Language Transcripts (SALT), the Quick Interactive Language Screener (QUILS), and the Quick Interactive Language Screener: English/Spanish (QUILS: ES).

Donna Jackson-Maldonado, Ph.D., is a researcher who has lived in Mexico since her childhood. She is a bilingual specialist in monolingual and bilingual language development in children with different language disorders and those who are typically developing. She has developed several language assessment instruments, including the MacArthur-Bates Communicative Development Inventories.

Ellen Stubbe Kester, Ph.D., CCC-SLP, founded Bilinguistics to meet the speech and language needs of children from diverse backgrounds. She provides workshops around the United States and beyond on bilingualism, assessment of bilingual students, and effective intervention practices with diverse populations. Her research and clinical work address the important issue of differentiating bilingual children with typical development from those with language impairment, and identifying appropriate goals for intervention with bilinguals.

Lisa M. López, Ph.D., is Associate Professor of Educational Psychology at the University of South Florida, Tampa. Dr. López earned her Ph.D. in applied developmental psychology from the University of Miami and completed a National Science Foundation‐funded postdoctoral fellowship in language and literacy at the Harvard Graduate School of Education. She serves as Chair of the Society for Research in Child Development Latinx Caucus (2019-2021). Her research agenda involves understanding and improving upon the educational and environmental opportunities of Latino dual language learner (DLL) children in the United States. Her main research objective is to identify the developmental trajectory of school readiness skills for Latino DLL children while applying an ecological perspective to better understand this developmental trajectory. Her research has been funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD), the Institute of Education Sciences (IES), and the Administration for Children and Families (ACF) and published in journals focused on both education and developmental psychology. Dr. López has won numerous awards for her scholarly and community work with the Latino DLL population.

Dr. MÃ(c)ndez' research focuses on early child language and literacy development and the role of language in supporting school readiness, including early science, math and literacy, in culturally and linguistically diverse preschoolers. Several of her publications investigate language intervention approaches for preschoolers who are dual language learners. She has extensive experience as a Bilingual Speech-Language Pathologist in acute care, educational and family-based settings. Her research has been funded through the American Speech and Language Association, the National Institutes of Health, and the National Science Foundation.