Language, Learning, and Disability in the Education of Young Bilingual Children

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. 

Contributors



Chapter 1. Dina C. Castro and Alfredo J. Artiles: At the Intersection of Language, Learning, and Disability in the Education of Young Bilingual Children



Chapter 2. Dina C. Castro, Cristina Gillanders, Nydia Prishker, and Rodolfo Rodriguez: A Sociocultural, Integrative, and Interdisciplinary Perspective on the Development and Education of Young Bilingual Children with Disabilities



Chapter 3.  Carol Scheffner Hammer and Maria Cristina Limlingan: How Bilingualism Affects Children’s Language Development



Chapter 4. Lillian Durán: Dual Language Learners in Early Intervention Programs: Issues of Eligibility, Access, and Service Provision



Chapter 5. Sarah L. Alvarado, Sarah M. Salinas, and Alfredo J. Artiles: The Social Organization of Learning for Dual Language Learners in Inclusive Classrooms



Chapter 6. Maria Adelaida Restrepo and Anny P. Castilla-Earls: Language Learning and Language Disability: Equity Issues in the Assessment of Young Bilingual Learners



Chapter 7. Cristina Gillanders and Sylvia Y. Sánchez: Learning from Sociocultural Contexts: Partnering with Families of Young Bilingual Children with Disabilities



Chapter 8. Norma A. López-Reyna, Cindy L. Collado, Mary Bay, and Wu-Ying Hsieh: Preparing Teachers of Young Bilingual Children with Disabilities



Chapter 9. Marlene Zepeda and Michael J. Orosco: Language, Learning, and Disability in an Era of Accountability



Chapter 10.  Alba A. Ortiz: Young Bilingual Children with Disabilities: Challenges and Opportunities for Future Education Policies and Research



Index