Language, Learning, and Disability in the Education of Young Bilingual Children

Edited by Dina C. Castro, Alfredo J. Artiles

Publication date:

27 April 2021

Publisher

Multilingual Matters

Dimensions:

234x156mm
6x9"

ISBN-13: 9781800411845

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.

Contributors

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

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.