Overview

Bilingual language development is a complex and dynamic process that shapes how children interact, learn, and participate in society. Understanding the factors that influence bilingual acquisition is essential for supporting both typically developing children and those with developmental differences. Research demonstrates that bilingualism can offer significant cognitive, social, and academic benefits, even for children with language-related challenges, provided they receive appropriate support. In inclusive and culturally responsive environments, dual language development can enhance identity, promote equity, and facilitate meaningful participation in diverse communities. As such, fostering bilingualism is not only a linguistic endeavor but also a pathway to broader societal inclusion and resilience. Optimizing Bilingual Development in Typical and Atypical Children: Language Acquisition, Use, and Interventions offers a comprehensive exploration of bilingual development across typical and atypical populations. It emphasizes evidence-based educational and clinical practices and provides a unified framework for understanding bilingualism as a dynamic and context-dependent process. Covering topics such as ADHD, morphology, and psychomotor development, this book is an excellent resource for researchers, educators, clinicians, policymakers, and more.

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Dimitra V. Katsarou , Assistant Professor of Developmental Psychopathology and Language Disorders, Department of Preschool Education Sciences and Educational Design, University of the Aegean Ifigeneia Dosi , is an Assistant Professor of Applied Linguistics with a specialization in Bilingual Development at the Department of Humanities, Democritus University of Thrace. She holds a PhD in Linguistics from the Aristotle University of Thessaloniki and two Master’s degrees in Linguistics & Language Disorders. She has taught at universities in Greece and abroad and has extensive research experience in language development in bilingual and monolingual populations, as well as in individuals with developmental language disorders. Her work includes numerous scientific publications, presentations at international conferences, and participation in national and international research projects. In 2025, she received an IKYDA research grant and an IKY Scholarship for international academic collaboration with Friedrich-Alexander-Universität (Germany) and Macquarie University (Australia), respectively. Both projects examine written narrative production across the two languages of bilingual children.

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