ISBN 10: 1598571710 / ISBN 13: 9781598571714
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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

Über den Autor:
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.

Brian A. Goldstein, Ph.D., CCC-SLP, Professor, Department of Communication Sciences and Disorders, Temple University, 110 Weiss Hall (265-62), 1701 North Broad Street, Philadelphia, Pennsylvania, 19122

In addition to his teaching duties, Dr. Goldstein is the Associate Dean for Faculty and Academic Affairs in the College of Health Professions and Social Work at Temple University. He received a bachelor's degree in linguistics and cognitive science from Brandeis University and a master's degree and doctorate in speech-language pathology from Temple University. He is well published in the area of communication development and disorders in Latino children, focusing on phonological development and disorders in monolingual Spanish and Spanish?English bilingual children. He is the author of Cultural and Linguistic Diversity Resource Guide for Speech-Language Pathologists (Singular Publishing Group, 2000). He has served as an editorial consultant for numerous journals and was the editor of Language, Speech, and Hearing Services in Schools, published by the American Speech-Language-Hearing Association (ASHA) from 2004 to 2006. He has served on numerous state and national committees including the Multicultural Issues Board, the Publications Board, and the Council of Editors of ASHA. He is an ASHA Fellow, where he has received the Certificate of Recognition for Special Contribution in Multicultural Affairs. He is a recipient of the Lindback Foundation Award for Distinguished Teaching and the Great Teacher Award from Temple University.

Donna Jackson-Maldonado, Ph.D., is Professor at Department of Languages and Literature (Facultad de Lenguas y Letras) in Universidad Autónoma de Querétaro, 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 México 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 Autónoma de Querétaro 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

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