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.
Edited by:
Amanda Clinton,
Amanda B Clinton,
Ed.
Imprint: American Psychological Association
Country of Publication: United States
Dimensions:
Height: 254mm,
Width: 178mm,
Spine: 23mm
Weight: 760g
ISBN: 9781433815652
ISBN 10: 1433815656
Series: Applying Psychology in the Schools Series
Pages: 325
Publication Date: 30 December 2013
Audience:
Professional and scholarly
,
College/higher education
,
Professional and scholarly
,
Undergraduate
,
Further / Higher Education
Format: Hardback
Publisher's Status: Active
Contributors Series Foreword Introduction Amanda B. Clinton Chapter 1: 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 Gómez-Cerrillo Chapter 6: Response to Intervention and Bilingual Learners: Promises and Potential Problems Catherine Christo, Erin Crosby, and Michelle Zozaya Chapter 7: Integrated Social–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 10: Implications of Bilingualism for Reading Assessment Sharolyn D. Pollard-Durodola, Elsa Cárdenas-Hagan, and Fuhui Tong Chapter 11: An Integrated Approach to the Assessment of the Refugee Student Karen Lee Seymour Afterword Amanda B. Clinton Index About the Editor
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–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 Medellín, 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.
Reviews for Assessing Bilingual Children in Context: An Integrated Approach
"Integration of academic materials with case examples of students of color makes this book more interesting and pragmatic. -- ""PsycCRITIQUES"""
