Assessing Bilingual Children in Context

An Integrated Approach

Buch | Hardcover

325 Seiten

2013
American Psychological Association (Verlag)
9781433815652 (ISBN)

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Examining the impact of diverse backgrounds on bilingual development, the work shows how experiences like poverty, immigration, and cross-language dynamics shape learning and behavior. It provides practical guidelines for evaluating complex cultural, social, and neurological factors through case studies and graphic tools.

Children who are learning a second language and are referred for psychological assessment frequently present with unique personal backgrounds. They may have relocated from a Syrian refugee camp, immigrated from Mexico to escape poverty, or grown up navigating two languages spoken by biracial parents. Their individual histories can have long-term effects on learning, behavior, and social-emotional development.

This book was written to inform clinicians and educators working with youth who demonstrate variability in knowledge and fluency in either one or both of their two languages. It explores the influence of experiences like poverty and immigration on the biological processes of second-language acquisition, looks at the effects of cross-language transfer, discusses international and multicultural complexities critical to understanding the bilingual child, and examines the biological and neurological bases of second-language acquisition.

The authors expertly synthesize this material, offering a set of guidelines for assessment. In addition to case studies that illustrate the application of the principles discussed, they provide concise graphic tools, such as checklists and charts, to provide readers with a succinct point of reference.

This is not a book about tests. Rather, it is a book about children and the complexity of evaluating their functioning when they are acquiring a second language, written for the professionals who wish to help by gaining a complete understanding of the contexts that shape them.

Amanda B. Clinton, PhD, is an associate professor of psychology at the University of Puerto Rico, where her work focuses on neuropsychology, dual language learning, and social amp ndash emotional skill development within a cultural framework. She earned her MEd at the University of Washington and her PhD at the University of Georgia. She is a credentialed school psychologist and a licensed psychologist. As a Fulbright Scholar in Medell amp iacute n, Colombia, Dr. Clinton researched relationships between language structure and reading acquisition processes. Dr. Clinton has worked with second language learners from various regions of the world, including Central and South America as well as the United States, and has published and presented her work nationally and internationally.

Contributors
Series Foreword
Introduction
Amanda B. Clinton
Chapter : Challenges and Complexities in the Assessment of the Bilingual Student
Elizabeth C. O'Bryon
Part I: Insights From Neuroscience and Cognitive Psychology on Cross-Language Transfer
Chapter 2: Cross-Language Transfer in Bilingual Students
Yanling Zhou, Xiuhong Tong, Jianhong Mo, and Catherine McBride-Chang
Chapter 3: Neuropsychological Considerations in Bilingual Assessment: The Underlying Basis of Language Disability
Rachel W. Robillard
Chapter 4: Implications of Semilingualism for Assessment of the Bilingual Child
Amanda B. Clinton, Wanda R. Ortiz, and Korah La Serna Guilar
Part II: Practical Implications for Assessment
Chapter 5: Integrated Intellectual Assessment of the Bilingual Student
Pedro Olvera and Lino G amp oacute mez-Cerrillo
Chapter : Response to Intervention and Bilingual Learners: Promises and Potential Problems
Catherine Christo, Erin Crosby, and Michelle Zozaya
Chapter 7: Integrated Social amp ndash Emotional Assessment of the Bilingual Child
Michael R. Hass and Kelly S. Kennedy
Part III: A New Vision: Integrating Concepts in Bilingual Assessment
Chapter 8: Acculturation and Sociocognitive Factors
Patricio A. Romero and Jennifer Branscome
Chapter 9: Assessing Bilingual Students' Writing
Jill Fitzgerald, Carol B. Olson, Sandra G. Garcia, and Robin C. Scarcella
Chapter : Implications of Bilingualism for Reading Assessment
Sharolyn D. Pollard-Durodola, Elsa C amp aacute rdenas-Hagan, and Fuhui Tong
Chapter : An Integrated Approach to the Assessment of the Refugee Student
Karen Lee Seymour
Afterword
Amanda B. Clinton
Index
About the Editor

Reihe/Serie	Applying Psychology in the Schools Series
Verlagsort	Washington DC
Sprache	englisch
Maße	178 x 254 mm
Themenwelt	Geisteswissenschaften ► Psychologie ► Entwicklungspsychologie
	Geisteswissenschaften ► Psychologie ► Klinische Psychologie
	Geisteswissenschaften ► Psychologie ► Pädagogische Psychologie
	Geisteswissenschaften ► Psychologie ► Test in der Psychologie
	Geisteswissenschaften ► Sprach- / Literaturwissenschaft ► Sprachwissenschaft
	Sozialwissenschaften ► Pädagogik ► Didaktik
ISBN-13	9781433815652 / 9781433815652
Zustand	Neuware