This comprehensive, student-friendly text takes the popular first edition to the next level, enriching it with 6 years of new research and the latest guidance on best practices. Dispelling the many myths about dual language development, the expert authors arm future professionals with the information they need to support young bilingual children and their families, all while meeting Head Start's guidelines on cultural and linguistic responsiveness. Preservice professionals will get a solid foundation of knowledge to help them.
This comprehensive, student-friendly text takes the popular first edition to the next level, enriching it with 6 years of new research and the latest guidance on best practices. Dispelling the many myths about dual language development, the expert authors arm future professionals with the information they need to support young bilingual children and their families, all while meeting Head Start's guidelines on cultural and linguistic responsiveness. Preservice professionals will get a solid foundation of knowledge to help them.
Johanne Paradis, Ph.D., is Professor in the Department of Linguistics and Adjunct Professor in Communication Sciences and Disorders at the University of Alberta. Her research is concerned with bilingualism in children with typical development and in children with developmental disorders, in particular children learning English as a second language from immigrant and refugee families. Dr. Paradis has published more than 60 peer-reviewed journal articles and chapters on dual language development in children and is the recipient of a Health Scholar Award from the Alberta Heritage Foundation for Medical Research and the National Achievement Award from the Canadian Linguistic Association. She is actively involved in knowledge mobilization and professional development activities with clinicians and educators working with dual language children. Dr. Paradis is the editor of Journal of Child Language. Dr. Genesee is Professor Emeritus in the Psychology Department at McGill University. The goal of his research and professional interests is to discover childrenâ (TM)s capacity for acquiring language by examining language development in second language learners and simultaneous bilinguals under diverse circumstances. To this end, he has conducted research on alternative forms of bilingual and immersion education for language minority and language majority students as well as language development in preschool bilinguals and internationally-adopted children. He has published numerous articles in scientific journals and magazines and is the author of more than 14 books on bilingualism. He has served as a consultant on bilingual education to schools around the world. Dr. Genesee is the recipient of the Canadian Psychological Associate Award for Distinguished Contributions to Community or Public Service, California Association for Bilingual Education Award for Promoting Bilingualism, and the CPA Gold Medal for Lifetime Achievement. Dr. Crago began her career as a speech-language pathologist. As a professor and language acquisition researcher, she and her students and colleagues studied a variety of learners across languages. These included children who are monolingual, children who are bilingual, and children who have language impairments. Their research took place in the homes and schools of a variety of Quebec communities, including those of the Haudenosaunee, Anishinaabe, Eeyou Istchtee, and Inuit. Dr. Crago has written numerous articles and chapters. She was Dean of Graduate Studies and is Vice Principal Research and Innovation at McGill University. Dr. Crago was named a member of the Order of Canada. Laurence B. Leonard, Ph.D., Rachel E. Stark Distinguished Professor, Speech, Language, and Hearing Sciences, Purdue University, 500 Oval Drive, Heavilon Hall, West Lafayette, IN 47907 Laurence B. Leonard studies childhood language disorders, with special reference to children with specifi c language impairment. Much of his work in recent years has dealt with the grammatical defi cits of these children. Together with collaborators, Dr. Leonard has studied children with specifi c language impairment from diverse language groups, including Cantonese, Finnish, Hebrew, Hungarian, Italian, and Spanish, as well as English.
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