Language, Learning, and Disability in the Education of Young Bilingual Children (CAL Series on Language Education, 4) (Volume 4)

ISBN 10: 1800411847 / ISBN 13: 9781800411845

Editore: Multilingual Matters, 2021

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Codice articolo 391592219

Dati bibliografici

• Titolo: Language, Learning, and Disability in the Education of Young Bilingual Children (CAL Series on Language Education, 4) (Volume 4)
• Editore: Multilingual Matters
• Data di pubblicazione: 2021
• Lingua: Inglese
• ISBN 10: 1800411847
• ISBN 13: 9781800411845
• Rilegatura: Rilegato
• Condizione: New

Descrizione articolo

Riassunto

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. The book begins with a conceptual framework focusing on the intersection between the fields of early childhood education, bilingual education, and special education. It goes on to review and discuss the role of bilingualism in young children’s development and the experiences of young bilingual children with disabilities in early care and education settings, including issues of eligibility and access to care, instruction, and assessment. The book explores family experiences, teacher preparation, accountability, and policy, ending with recommendations for future research which will inform both policies and practices for the education of young bilingual children with disabilities. This timely volume provides valuable guidance for teachers, administrators, policymakers, and researchers.

Informazioni sugli autori

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 bilingualism and bilinguals' sociocultural contexts are addressed in early education policies and practices, accountability systems, and teacher preparation. Alfredo J. Artiles is Professor in the Graduate School of Education and the Center for Comparative Studies in Race & Ethnicity at Stanford University. His interdisciplinary scholarship examines the paradoxes of educational equity and their consequences in two contexts, namely disability intersections with other sociocultural differences (e.g. race, language, social class, gender) and the implementation of inclusive education across contexts and scales.

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.