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Bilingual children are often referred for assessment to determine if educational or mental health supports are necessary for academic, social-emotional, or personal success. This book explores the interplay between factors impacting English language learners and considers implications for assessment. It advocates for an integrated assessment of bilingual children that considers multiple influences, such as previous education, immigration, acculturation, poverty, trauma, and even structural differences between the child's first and second languages. In line with advances in science, several chapters explore the brain-based relationships between personal experience and language learning.
List of contents
Contributors
Series Foreword
Introduction
Amanda B. Clinton Chapter 1: Challenges and Complexities in the Assessment of the Bilingual Student
Elizabeth C. O'BryonPart 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 GuilarPart 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. KennedyPart 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
About the author
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.
Summary
This book explores the interplay between factors impacting English language learners and considers implications for assessment. It advocates for an integrated assessment of bilingual children that considers multiple influences.
