Language and Literacy Development

Linda Rosa-Lugo, EdD, CCC-SLP Linda I. Rosa-Lugo, EdD, CCC-SLP is an Associate Professor in the Department of Communicative Disorders at the University of Central Florida. Prior to joining the faculty at UCF, she worked in a variety of settings, providing direct services to Spanish- and English-speaking infants, school-aged children, deaf and hard of hearing students, and geriatric patients with communication disorders, as well as supervising student clinicians. Her research interests include dialect acquisition and usage in culturally and linguistically diverse students, language and literacy development in Hispanic youngsters who are deaf/hard of hearing, and first and second language acquisition in English language learners. She can be reached at lrosa@mail.ucf.edu. Florin Mihai, PhD Dr. Mihai received his PhD in Multicultural and Multilingual Education from the Florida State University and holds a BA in English and Romanian from Alexandru Cuza University in Iasi, Romania. Dr. Mihai has taught English as a Second/Foreign Language classes, as well as courses in applied linguistics, language assessment, introduction to education, and ESOL in the content area. His research interests include the influence of globalization on foreign language curriculum development, implications of form-focused instruction, language, and content-area assessment for English language learners, and pre- and in-service teacher education. Joyce Nutta, PhD Joyce W. Nutta is 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. She holds a bachelor's degree in Mass Communications, a master's degree in Applied Linguistics, and a Ph.D. in Second Language Acquisition/Instructional Technology.

Foreword Organization of the Text Acknowledgments 1. English Learners - The Merging of Two Disciplines 2. English Learners - Perspectives from Two Disciplines 3. English Learners in the United States - Preschool Through Grade 12 4. First and Second Language Acquisition: Theoretical and Practical Considerations for SLPs and ESOL Professionals 5. Literacy Development in a Second Language 6. An Interdisciplinary Approach to the Assessment of English Learners 7. An Interdisciplinary Approach to Assessment of English Learners with Communication Disorders 8. Approaches and Practical Strategies to Facilitate Language and Literacy Development in English Learners 9. The Power of Two: Directions for an Effective Collaboration Between SLPs and ESOL Professionals Appendix A. ASHA and TESOL Position Statements Appendix B. Professional Standards Index