Assessing Bilingual Children in Context : an Integrated Approach /

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Bibliographic Details
Edition:	1st ed.
Imprint:	Washington, D.C. : American Psychological Association, [2014] ©2014
Description:	1 online resource (x, 325 pages) : illustrations
Language:	English
Series:	School psychology book series School psychology book series.
Subject:	Bilingualism in children. Children -- Language -- Evaluation. Children -- Language -- Psychological aspects. Language acquisition -- Psychological aspects. Cognitive grammar. Psycholinguistics. Multilingualism. Child. Psychology, Child. Psycholinguistics. Bilingualism in children. Children -- Language -- Evaluation. Cognitive grammar. Language acquisition -- Psychological aspects. Psycholinguistics.
Format:	E-Resource Book
URL for this record:	http://pi.lib.uchicago.edu/1001/cat/bib/11216700

Hidden Bibliographic Details
Other authors / contributors:	Clinton, Amanda B., editor.
ISBN:	9781433815652 1433815656 9781433815669 1433815664
Notes:	Includes bibliographical references and index. Print version record.
Summary:	Bilingual children are often referred for assessment to determine if educational or mental health supports are necessary for academic, social-emotional, or personal success. This book explores the interplay between factors impacting English language learners and considers implications for assessment. It advocates for an integrated assessment of bilingual children that considers multiple influences, such as previous education, immigration, acculturation, poverty, trauma, and even structural differences between the child's first and second languages. In line with advances in science, several chapters explore the brain-based relationships between personal experience and language learning.
Other form:	Print version: Assessing bilingual children in context. Washington, DC : American Psychological Association, [2014] 9781433815652

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