Assessing Bilingual Children in Context: An Integrated Approach

Assessing Bilingual Children in Context: An Integrated Approach

by Amanda Clinton (Editor)

Hardcover(New Edition)

$69.95

Overview


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.

Product Details

ISBN-13: 9781433815652
Publisher: American Psychological Association
Publication date: 12/15/2013
Series: Division 16: Applying Psychology in the Schools Series
Edition description: New Edition
Pages: 325
Product dimensions: 7.00(w) x 10.00(h) x 0.89(d)

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.
 

Table of Contents

Contributors

Series Foreword

Introduction 
Amanda B. Clinton

  1. Challenges and Complexities in the Assessment of the Bilingual Student 
    Elizabeth C. O'Bryon

I. Insights From Neuroscience and Cognitive Psychology on Cross-Language Transfer

  1. Cross-Language Transfer in Bilingual Students 
    Yanling Zhou, Xiuhong Tong, Jianhong Mo, and Catherine McBride-Chang
  2. Neuropsychological Considerations in Bilingual Assessment: The Underlying Basis of Language Disability 
    Rachel W. Robillard
  3. Implications of Semilingualism for Assessment of the Bilingual Child 
    Amanda B. Clinton, Wanda R. Ortiz, and Korah La Serna Guilar

II. Practical Implications for Assessment

  1. Integrated Intellectual Assessment of the Bilingual Student 
    Pedro Olvera and Lino Gómez-Cerrillo
  2. Response to Intervention and Bilingual Learners: Promises and Potential Problems 
    Catherine Christo, Erin Crosby, and Michelle Zozaya
  3. Integrated Social–Emotional Assessment of the Bilingual Child 
    Michael R. Hass and Kelly S. Kennedy

III. A New Vision: Integrating Concepts in Bilingual Assessment

  1. Acculturation and Sociocognitive Factors 
    Patricio A. Romero and Jennifer Branscome
  2. Assessing Bilingual Students' Writing 
    Jill Fitzgerald, Carol B. Olson, Sandra G. Garcia, and Robin C. Scarcella
  3. Implications of Bilingualism for Reading Assessment 
    Sharolyn D. Pollard-Durodola, Elsa Cárdenas-Hagan, and Fuhui Tong
  4. An Integrated Approach to the Assessment of the Refugee Student 
    Karen Lee Seymour

Afterword 
Amanda B. Clinton

Index

About the Editor

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