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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.
About the author
Dina C. Castro is Professor and Velma E. Schmidt Endowed Chair in Early Childhood Education, University of North Texas. Her scholarship focuses on equity in the early care and education of bilingual children in immigrant, transnational, and indigenous communities. She examines how bilingual development and bilinguals' sociocultural contexts are addressed in early education research, policies, and practices, including accountability systems, and teacher preparation.
Alfredo J. Artiles
is Lee L. Jacks Professor of Education at Stanford University and Director of the Stanford Center for Opportunity Policy in Education. His interdisciplinary scholarship examines the dual nature of disability as an object of protection and a tool of stratification. He aims to understand how responses to disability intersections with race, language, gender, and social class advance or hinder educational opportunities for disparate groups of students.
Summary
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.
