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

Erscheinungsjahr 2021
ISBN: 978-1-80041-183-8
Verlag: Multilingual Matters

Buch, Englisch, 220 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 363 g

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.

Autoren/Hrsg.

Castro, Dina C.

Artiles, Alfredo J.

Fachgebiete

• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Vorschul- und Kindergartenpädagogik
• Geisteswissenschaften Sprachwissenschaft Mehrsprachigkeit
• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik

Inhaltsverzeichnis

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

Über Autor(innen)

Castro, Dina C.
Dina C. Castro is Professor and Velma E. Schmidt Endowed Chair in Early Childhood Education, University of North Texas. Her scholarship focuses on equitable early care and education for bilingual children, especially in immigrant, migrant, and indigenous communities.

Artiles, Alfredo J.
Alfredo J. Artiles is Professor of Education at the Graduate School of Education, Stanford University. His interdisciplinary scholarship examines the paradoxes of educational equity and their consequences in two contexts, namely disability intersections with other sociocultural differences (e.g. race, language, social class, gender) and the implementation of inclusive education across contexts and scales.

Dina C. Castro is Professor and Velma E. Schmidt Endowed Chair in Early Childhood Education, University of North Texas. Her scholarship focuses on equity in the early care and education of bilingual children in immigrant, transnational, and indigenous communities. She examines how bilingual development and bilinguals’ sociocultural contexts are addressed in early education research, policies, and practices, including accountability systems, and teacher preparation.

Alfredo J. Artiles is Lee L. Jacks Professor of Education at Stanford University and Director of the Stanford Center for Opportunity Policy in Education. His interdisciplinary scholarship examines the dual nature of disability as an object of protection and a tool of stratification. He aims to understand how responses to disability intersections with race, language, gender, and social class advance or hinder educational opportunities for disparate groups of students.