NEW EDITION COMING SOON

As more and more dual language learners enter the school system, now's the ideal time for this second edition of the bestselling textbook--essential for preparing SLPs and educators to work with young children who are bilingual or learning a second language.

This comprehensive, student-friendly text takes the popular first edition to the next level, enriching it with 6 years of new research and the latest guidance on best practices. Dispelling the many myths about dual language development, the expert authors arm future professionals with the information they need to support young bilingual children and their families, all while meeting Head Start's guidelines on cultural and linguistic responsiveness. Preservice professionals will get a solid foundation of knowledge to help them

• address reading impairments in dual language learners (NEW CHAPTER!)
• minimize barriers to language development in internationally adopted children (NEW CHAPTER!)
• give children continuous, consistent, and rich exposure to both languages
• recognize the typical stages of second-language learning
• determine when a language delay is the result of an actual disorder
• prevent attrition of the child's first language
• make appropriate decisions about the schooling of dual language learners
• understand code mixing and successfully factor it into language assessments
• apply effective assessment strategies to accurately diagnose language impairments
• plan interventions that are culturally appropriate and respect the child's identity
• address parents' concerns and help them support their child's development in both languages

Undergraduate and graduate students will also benefit from detailed profiles of dual language learners, definitions of key terms, and summary sections that juxtapose key points with their implications for effective practice.

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

Dual Language Development & Disorders is a part of the Communication and Language Intervention Series

See how this product helps strengthen Head Start program quality and school readiness.

Laurence B. Leonard, Ph.D., Rachel E. Stark Distinguished Professor, Speech, Language, and Hearing Sciences, Purdue University, 500 Oval Drive, Heavilon Hall, West Lafayette, IN 47907
Laurence B. Leonard studies childhood language disorders, with special reference to children with specifi c language impairment. Much of his work in recent years has dealt with the grammatical defi cits of these children. Together with collaborators, Dr. Leonard has studied children with specifi c language impairment from diverse language groups, including Cantonese, Finnish, Hebrew, Hungarian, Italian, and Spanish, as well as English.

Johanne Paradis, Ph.D., is Professor in the Department of Linguistics and Adjunct Professor in Communication Sciences and Disorders at the University of Alberta. Her research is concerned with bilingualism in children with typical development and in children with developmental disorders, in particular children learning English as a second language from immigrant and refugee families. Dr. Paradis has published more than 60 peer-reviewed journal articles and chapters on dual language development in children and is the recipient of a Health Scholar Award from the Alberta Heritage Foundation for Medical Research and the National Achievement Award from the Canadian Linguistic Association. She is actively involved in knowledge mobilization and professional development activities with clinicians and educators working with dual language children. Dr. Paradis is the editor of Journal of Child Language.

Dr. Genesee is Professor Emeritus in the Psychology Department at McGill University. The goal of his research and professional interests is to discover childrenâ (TM)s capacity for acquiring language by examining language development in second language learners and simultaneous bilinguals under diverse circumstances. To this end, he has conducted research on alternative forms of bilingual and immersion education for language minority and language majority students as well as language development in preschool bilinguals and internationally-adopted children. He has published numerous articles in scientific journals and magazines and is the author of more than 14 books on bilingualism. He has served as a consultant on bilingual education to schools around the world. Dr. Genesee is the recipient of the Canadian Psychological Associate Award for Distinguished Contributions to Community or Public Service, California Association for Bilingual Education Award for Promoting Bilingualism, and the CPA Gold Medal for Lifetime Achievement.

Dr. Crago began her career as a speech-language pathologist. As a professor and language acquisition researcher, she and her students and colleagues studied a variety of learners across languages. These included children who are monolingual, children who are bilingual, and children who have language impairments. Their research took place in the homes and schools of a variety of Quebec communities, including those of the Haudenosaunee, Anishinaabe, Eeyou Istchtee, and Inuit. Dr. Crago has written numerous articles and chapters. She was Dean of Graduate Studies and is Vice Principal Research and Innovation at McGill University. Dr. Crago was named a member of the Order of Canada.