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Cal Series on Language Education Ser.: Language, Learning, and Disability in the Education of Young Bilingual Children by Alfredo J. Artiles (2021, Hardcover)

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Language, Learning, and Disability in the Education of Young Bilingual Children, Hardcover by Castro, Dina C. (EDT); Artiles, Alfredo J. (EDT), ISBN 1800411847, ISBN-13 9781800411845, Brand New, Free shipping in the US "Using an interdisciplinary perspective to discuss the intersection of language development and learning processes, this book summarizes current knowledge and represents the most critical issues regarding early childhood research, policy, and practice related to young bilingual children with disabilities"--

About this product

Product Identifiers

PublisherMultilingual Matters

ISBN-101800411847

ISBN-139781800411845

eBay Product ID (ePID)15050396585

Product Key Features

Number of Pages232 Pages

LanguageEnglish

Publication NameLanguage, Learning, and Disability in the Education of Young Bilingual Children

SubjectBilingual Education, Special Education / General, General, Linguistics / General

Publication Year2021

TypeTextbook

Subject AreaLanguage Arts & Disciplines, Education

AuthorAlfredo J. Artiles

SeriesCal Series on Language Education Ser.

FormatHardcover

Dimensions

Item Height0.7 in

Item Weight17.4 Oz

Item Length9.2 in

Item Width6.2 in

Additional Product Features

Intended AudienceScholarly & Professional

LCCN2020-052578

ReviewsThe authors provide up-to-date information and critical perspectives in an integrative approach which lays the foundation for comprehensive, responsive interventions. Each chapter reflects an asset-based approach which contrasts with the long history of deficit-based views. Highly recommended for those who work with this population, but an important resource for all educators., This critically important volume is highly overdue! Castro and Artiles have produced a rich body of work on the intersection of special education, bilingual education, and early childhood education. Theoretically and programmatically integrative, this text is essential reading for designing equitable educational approaches that consider emergent bilinguals' unique assets and skills. Readers will appreciate learning about the developmental characteristics of an increasingly diverse population in early intervention and special education as they gain cultural and linguistic efficacy., This critically important volume is highly overdue! Castro and Artiles have produced a rich body of work on the intersection of special education, bilingual education, and early childhood education. Theoretically and programmatically integrative, this text is essential reading for designing equitable educational approaches that consider emergent bilinguals' unique assets and skills. Readers will appreciate the developmental characteristics of an increasingly diverse population in early intervention and special education as they gain cultural and linguistic efficacy., This book would be particularly useful to students studying Early Childhood or teaching qualifications intending to work with children aged 0-8 years old. It would provide them with a detailed knowledge in the field of language, special educational needs and bilingualism to apply to situations that they will inevitably face within their working lives. It would also be useful to academics, teachers and scholars teaching within this area. Overall, this is an extremely informative text that will help many to give children the attention and encouragement they need.

Series Volume Number4

IllustratedYes

Table Of ContentContributors Chapter 1. Dina C. Castro and Alfredo J. Artiles: At the Intersection of Language, Learning, and Disability in the Education of Young Bilingual Children Chapter 2. Dina C. Castro, Cristina Gillanders, Nydia Prishker, and Rodolfo Rodriguez: A Sociocultural, Integrative, and Interdisciplinary Perspective on the Development and Education of Young Bilingual Children with Disabilities Chapter 3. Carol Scheffner Hammer and Maria Cristina Limlingan: How Bilingualism Affects Children's Language Development Chapter 4. Lillian Durán: Dual Language Learners in Early Intervention Programs: Issues of Eligibility, Access, and Service Provision Chapter 5. Sarah L. Alvarado, Sarah M. Salinas, and Alfredo J. Artiles: The Social Organization of Learning for Dual Language Learners in Inclusive Classrooms Chapter 6. Maria Adelaida Restrepo and Anny P. Castilla-Earls: Language Learning and Language Disability: Equity Issues in the Assessment of Young Bilingual Learners Chapter 7. Cristina Gillanders and Sylvia Y. Sánchez: Learning from Sociocultural Contexts: Partnering with Families of Young Bilingual Children with Disabilities Chapter 8. Norma A. López-Reyna, Cindy L. Collado, Mary Bay, and Wu-Ying Hsieh: Preparing Teachers of Young Bilingual Children with Disabilities Chapter 9. Marlene Zepeda and Michael J. Orosco: Language, Learning, and Disability in an Era of Accountability Chapter 10. Alba A. Ortiz: Young Bilingual Children with Disabilities: Challenges and Opportunities for Future Education Policies and Research Index

SynopsisUsing an interdisciplinary perspective to discuss the intersection of language development and learning processes, this book summarizes current knowledge and represents the most critical issues regarding early childhood research, policy, and practice related to young bilingual children with disabilities., Using an interdisciplinary perspective to discuss the intersection of language development and learning processes, this book summarizes current knowledge and represents the most critical issues regarding early childhood research, policy, and practice related to young bilingual children with disabilities. The book begins with a conceptual framework focusing on the intersection between the fields of early childhood education, bilingual education, and special education. It goes on to review and discuss the role of bilingualism in young children's development and the experiences of young bilingual children with disabilities in early care and education settings, including issues of eligibility and access to care, instruction, and assessment. The book explores family experiences, teacher preparation, accountability, and policy, ending with recommendations for future research which will inform both policies and practices for the education of young bilingual children with disabilities. This timely volume provides valuable guidance for teachers, administrators, policymakers, and researchers.

LC Classification NumberLC4019.3.L36 2021