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Record Nr. |
UNINA9911009289603321 |
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Titolo |
Language, learning, and disability in the education of young bilingual children / / edited by Dina C. Castro and Alfredo J. Artiles |
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Pubbl/distr/stampa |
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Bristol, England : , : Multilingual Matters, , [2021] |
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©2021 |
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ISBN |
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9781800411869 |
1800411863 |
9781800411852 |
1800411855 |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (240 p.) |
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Collana |
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CAL series on language education ; ; v. 4 |
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Disciplina |
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Soggetti |
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Children with disabilities - Education (Early childhood) |
Children with disabilities - Language |
Bilingualism in children |
Education, Bilingual |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Frontmatter -- CAL SERIES ON LANGUAGE EDUCATION -- Contents -- Contributors -- 1 At the Intersection of Language, Learning, and Disability in the Education of Young Bilingual Children -- 2 A Sociocultural, Integrative, and Interdisciplinary Perspective on the Development and Education of Young Bilingual Children with Disabilities -- 3 How Bilingualism Affects Children’s Language Development -- 4 Dual Language Learners in Early Intervention Programs: Issues of Eligibility, Access, and Service Provision -- 5 Dual Language Learners with Disabilities in Inclusive Early Elementary School Classrooms -- 6 Language Learning and Language Disability: Equity Issues in the Assessment of Young Bilingual Learners -- Learning from Sociocultural Contexts: Partnering with Families of Young Bilingual Children with Disabilities -- 8 Preparing Teachers of Young Bilingual Children with Disabilities -- 9 Language, Learning, and Disability in an Era of Accountability -- 10 Young Bilingual Children with Disabilities: Challenges and Opportunities for Future Education Policies and |
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Sommario/riassunto |
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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. |
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