Bilingual or multilingual children challenge monolingual educators. If the community is largely monolingual, educators may assign normality only to monolingual children. In addition, they may erroneously assume that all or no bilingual children have language disorders. Authors Genesee (psychology, McGill U.), Paradis (linguistics, U. of Alberta) and Crago (communication sciences and disorders, McGill U.) examine how language, culture, and the language-cognition connection work together, and sort out the symptoms and clues that indicate a disability from typical behaviors of very young bilingual children. They include information on how children acquire first and second languages, the special considerations educators must make when schooling in a second language, and assessment and intervention for children with dual language disorders. They include fictional case studies and chapter references. Annotation ©2004 Book News, Inc., Portland, OR More Reviews and Recommendations

Tags: dual language development and disorders