Language and Literacy Development

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  • Edition: 1st
  • Format: Paperback
  • Copyright: 2012-02-28
  • Publisher: Plural Pub Inc

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A number of books and studies have shed light on the value of professionals working together to address the language and literacy needs of ELLs with communication differences and/or disorders. However, few resources have directly and intentionally addressed the merging of the two disciplines - speech-language pathology and English as a second language, in effecting change in language and literacy. Thus, there is a gap in the literature. This book influences how the disciplines of speech-language pathology and English as a second language view and incorporate the roles of professionals in working with ELLs.

Author Biography

Linda I. Rosa-Lugo, EdD, CCC-SLP, is an Associate Professor and the Master's Program Director in the Department of Communication Sciences and Disorders in the College of Health and Public Affairs at the University of Central Florida. She has worked in educational and medical settings with a wide variety of diverse clients with communication disorders. Her research interests are in the areas of assessment and treatment of diverse students, language and literacy development in Hispanic youngsters who are deaf and hard of hearing, and first and second language acquisition in English learners. Florin M. Mihai, PhD, is an Assistant Professor in the College of Arts and Humanities at the University of Central Florida. He has taught English as a foreign language, as well as courses in applied linguistics, language assessment, and curriculum development. His research interests include content-area assessment for English learners, pre- and in-service teacher education, and implications of form-focused instruction. Joyce W. Nutta, PhD, is an Associate Professor of English for speakers of other languages (ESOL) and the ESOL Coordinator of the College of Education at the University of Central Florida, where she teaches ESOL education courses at the graduate level. Her research interests include the use of technology to teach foreign/ second languages, distance learning for teacher education, and the integration of ESOL issues into teacher education curricula.

Table of Contents

Forewordp. vii
Organization of the Textp. ix
Acknowledgmentsp. xiii
English LearnersłThe Merging of Two Disciplinesp. 1
English LearnersłPerspectives from Two Disciplinesp. 33
English Learners in the United States-Preschool Through Grade 12p. 71
First and Second Language Acquisition: Theoretical and Practical Considerations for SLPs and ESOL Professionalsp. 111
Literacy Development in a Second Languagep. 165
An Interdisciplinary Approach to the Assessment of English Learnersp. 223
An Interdisciplinary Approach to the Assessment of English Learners with communication Disordersp. 279
Approaches and Practical Strategies to Facilitate Language and Literacy Development in English Learnersp. 355
The Power of Two: Directions for an Effective Collaboration Between SLPs and ESOL Professionalsp. 355
ASHA and TESOL Position Statementsp. 381
Professional Standardsp. 389
Indexp. 395
Table of Contents provided by Ingram. All Rights Reserved.

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