Overview

Grounded in state-of-the-art research, this book explores how English language learners develop both the oral language and literacy skills necessary for school success. Chapters examine the cognitive bases of English acquisition, and how the process is different for children from alphabetic (such as Spanish) and nonalphabetic (such as Chinese) language backgrounds. The book addresses a key challenge facing educators and clinicians: identifying students whose poor English skills may indicate an underlying impairment, as opposed to still-developing language proficiency. Implications for diagnosis, intervention, and instruction are highlighted throughout.

Full Product Details

Author:   Aydin Yucesan Durgunoglu ,  Claude Goldenberg ,  P. G. Aaron ,  Laura Mendez Barletta
Publisher:   Guilford Publications
Imprint:   Guilford Publications
Dimensions:   Width: 15.20cm , Height: 3.30cm , Length: 22.90cm
Weight:   0.650kg
ISBN:  

9781606239544

ISBN 10:   1606239546
Pages:   363
Publication Date:   17 December 2010
Audience:   Professional and scholarly ,  College/higher education ,  Professional & Vocational ,  Tertiary & Higher Education
Format:   Hardback
Publisher's Status:   Active
Availability:   To order  
Stock availability from the supplier is unknown. We will order it for you and ship this item to you once it is received by us.

Table of Contents

I. Introduction 1. Contexts for Language and Literacy Development among Dual-Language Learners, Claude Goldenberg, Leslie Reese, and Ali Rezaei II. Oral Language and Dual-Language Learners 2. The Role of First Language on Oral Language Development in English: The Case of Both Alphabetic and Nonalphabetic Languages, Stefka H. Marinova-Todd and Yuuko Uchikoshi 3. Tuning in to Language-Specific Patterns: Nonword Repetition and the Big Picture of Bilingual Vocabulary Learning, Maria R. Brea-Spahn and Elaine R. Silliman 4. Rapid Spoken Language Shift in Early Second Language Learning: The Role of Peers and Effects on the First Language, D. Kimbrough Oller, Linda Jarmulowicz, Barbara Z. Pearson, and Alan B. Cobo-Lewis 5. Language Proficiency and Its Implications for Monolingual and Bilingual Children, Ellen Bialystok and Xiaojia FengIII. Literacy and Dual-Language Learners 6. Factors Affecting the Relative Relationships between First- and Second-Language Phonological Awareness and Second Language Reading, Alexandra Gottardo, Yan Gu, Julie Mueller, Iuliana Baciu, and Ana Laura Pauchulo 7. Learning a Nonalphabetic Script and Its Impact on Later Development of English as a Second Language, Him Cheung, Catherine McBride-Chang, and Xiuli Tong 8. Chinese Language Learners of English Use More Orthographic-Lexical Than Phonological Strategies in English Word Recognition and Spelling, Che Kan Leong 9. Writing Acquisition among English Language Learners in U.S. Schools, Laura Mendez Barletta, Janette K. Klingner, and Michael J. Orosco IV. Assessment and Diagnosis 10. Linguistic and Cognitive Processes in the Development of Spelling in English Language Learners: First-Language Transfer, Language Proficiency, or Cognitive Processes?, Esther Geva and Adele Lafrance 11. Cognitive and Oral Language Contributors to Reading Disabilities in Spanish-English Bilinguals, Franklin R. Manis and Kim A. Lindsey 12. Assessment of Literacy Problems among English Language Learners Based on the Component Model, R. Malatesha Joshi and P. G. Aaron V. Conclusion 13. The Policy Context of Research on Basic Processes in Bilingual Children in the United States, Kenji Hakuta

Reviews

"""Language and literacy development are fascinating and complex areas of study in single-language learners; they are equally fascinating, and far more complex, in children learning two languages. Multiple social, psychological, cognitive, and linguistic factors interact to affect the learning outcomes of these children. This volume presents an impressive cross-section of current research and thinking that will be greatly appreciated by graduate students and researchers in a wide range of disciplines, including curriculum and instruction, bilingual education, psycholinguistics and applied linguistics."" - Kathryn Kohnert, Department of Speech--Language--Hearing Sciences, University of Minnesota, USA ""A large and growing number of children enter school having learned a language other than English at home. This timely book provides a superb survey of what we know and what we need to know about the development of language and literacy in these children. Everyone who studies, teaches, assesses, or designs policies for dual-language learners needs the information in this book. It could serve as the centerpiece of a graduate seminar in psychology, education, communication sciences, or linguistics."" - Erika Hoff, Department of Psychology, Florida Atlantic University, USA ""This book provides a significant sampling of the research evidence presently available on the literacy skills of bilingual children. The book elevates our ongoing discussion of the development and assessment of the literacy skills of dual-language learners and addresses important, thought-provoking issues."" - Aquiles Iglesias, Department of Communication Sciences and Disorders, Temple University, USA"

Language and literacy development are fascinating and complex areas of study in single-language learners; they are equally fascinating, and far more complex, in children learning two languages. Multiple social, psychological, cognitive, and linguistic factors interact to affect the learning outcomes of these children. This volume presents an impressive cross-section of current research and thinking that will be greatly appreciated by graduate students and researchers in a wide range of disciplines, including curriculum and instruction, bilingual education, psycholinguistics and applied linguistics. - Kathryn Kohnert, Department of Speech--Language--Hearing Sciences, University of Minnesota, USA A large and growing number of children enter school having learned a language other than English at home. This timely book provides a superb survey of what we know and what we need to know about the development of language and literacy in these children. Everyone who studies, teaches, assesses, or designs policies for dual-language learners needs the information in this book. It could serve as the centerpiece of a graduate seminar in psychology, education, communication sciences, or linguistics. - Erika Hoff, Department of Psychology, Florida Atlantic University, USA This book provides a significant sampling of the research evidence presently available on the literacy skills of bilingual children. The book elevates our ongoing discussion of the development and assessment of the literacy skills of dual-language learners and addresses important, thought-provoking issues. - Aquiles Iglesias, Department of Communication Sciences and Disorders, Temple University, USA

Author Information

Edited by Aydin Yucesan DurgunoAulu, PhD, Department of Psychology, University of Minnesota, Duluth, USA, and Claude Goldenberg, PhD, School of Education, Stanford University, USA

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