Dual Language Development & Disorders: A Handbook On .
Dual Language Development & Disorders: A Handbook on Bilingualism and Second Language Learning, Third EditionUncorrected Proof. This material is for promotional purposes only.It may not be reproduced or sold in any format. 2021, Paul H.Brookes Publishing Co., Inc. All rights reserved
Dual LanguageDevelopment & DisordersA Handbook on Bilingualism andSecond Language LearningThird EditionbyJohanne Paradis, Ph.D.Professor, Department of LinguisticsUniversity of AlbertaEdmonton, CanadaFred Genesee, Ph.D.Professor Emeritus, Department of PsychologyMcGill UniversityMontreal, CanadaandMartha Crago, Ph.D.Vice Principal (Research and Innovation) and ProfessorMcGill UniversityMontreal, CanadaBaltimore London SydneyDual Language Development & Disorders: A Handbook on Bilingualism and Second Language Learning, Third EditionUncorrected Proof. This material is for promotional purposes only.It may not be reproduced or sold in any format. 2021, Paul H.Brookes Publishing Co., Inc. All rights reservedParadis3e FM.indd 312/03/2020 11:51 AM
Paul H. Brookes Publishing Co.Post Office Box 10624Baltimore, Maryland 21285-0624USAwww.brookespublishing.comCopyright 2021 by Paul H. Brookes Publishing Co., Inc.All rights reserved.Previous edition copyright 2011.“Paul H. Brookes Publishing Co.” is a registered trademark ofPaul H. Brookes Publishing Co., Inc.Typeset by Absolute Service, Inc., Towson, Maryland.Manufactured in the United States of America bySheridan Books, Inc., Chelsea, Michigan.The individuals described in this book are composites or real people whose situations aremasked and are based on the authors’ experiences. In all instances, names and identifyingdetails have been changed to protect confidentiality.Purchasers of Dual Language Development & Disorders: A Handbook on Bilingualism andSecond Language Learning, Third Edition, are granted permission to download and printthe parent questionnaires available with the online materials for clinical and educationalpurposes. Faculty may download and print the Discussion Questions and Class Activities.These forms may not be reproduced to generate revenue for any program or individual.Unauthorized use beyond this privilege may be prosecutable under federal law.Library of Congress Cataloging-in-Publication DataNames: Paradis, Johanne, author. Genesee, Fred, author. Crago, Martha B., 1945- author.Title: Dual language development & disorders : a handbook on bilingualism and secondlanguage learning / by Johanne Paradis, Fred Genesee and Martha B. Crago.Other titles: Dual language development and disordersDescription: Third edition Baltimore, Maryland : Paul H. Brookes Publishing Co., 2021. Series: Communication and language intervention series Includes bibliographicalreferences and index.Identifiers: LCCN 2020044174 (print) LCCN 2020044175 (ebook) ISBN 9781681254067(paperback) ISBN 9781681254074 (epub) ISBN 9781681254081 (pdf)Subjects: LCSH: Bilingualism in children. Second language acquisition. Languagedisorders in children.Classification: LCC P115.2 .G458 2021 (print) LCC P115.2 (ebook) DDC 418.0071—dc23LC record available at https://lccn.loc.gov/2020044174LC ebook record available at https://lccn.loc.gov/2020044175British Library Cataloguing in Publication data are available from the British Library.2025 2024 2023 2022 202110987654321Dual Language Development & Disorders: A Handbook on Bilingualism and Second Language Learning, Third EditionUncorrected Proof. This material is for promotional purposes only.It may not be reproduced or sold in any format. 2021, Paul H.Brookes Publishing Co., Inc. All rights reservedParadis3e FM.indd 412/03/2020 11:51 AM
ContentsSeries Preface ixEditorial Advisory Board xiAbout the Authors xiiiAcknowledgments xvSection IFoundationsChapter 1Chapter 2Chapter 3Introduction 3The Language–Culture Connection 25The Language–Neurocognition Connection 57Section IIUnderstanding Bilingual and Second Language DevelopmentChapter 4 Language Development in SimultaneousBilingual Children 85Chapter 5Code-Mixing in Bilingual Development 125Chapter 6Second Language Development in Children 149Chapter 7Heritage Language Development in Children 189Chapter 8 Language Development inInternationally-Adopted Children 233Chapter 9Schooling in a Second Language 257Section IIIDual Language and DisordersChapter 10 Language and Communication Disorders inBilingual Children 297Appendix: The Normal Curve and Related Concepts 349Chapter 11 Reading Disorders and Difficulties in Bilingual Students 351Glossary 393Index 411vDual Language Development & Disorders: A Handbook on Bilingualism and Second Language Learning, Third EditionUncorrected Proof. This material is for promotional purposes only.It may not be reproduced or sold in any format. 2021, Paul H.Brookes Publishing Co., Inc. All rights reservedParadis3e FM.indd 512/03/2020 11:51 AM
About the AuthorsJohanne Paradis, Ph.D., Professor, Department of Linguistics, University ofAlbertaDr. Paradis is Professor in the Department of Linguistics and Adjunct Professor inCommunication Sciences and Disorders at the University of Alberta. Her researchis concerned with bilingualism in children with typical development and in children with developmental disorders, in particular children learning English as asecond language from immigrant and refugee families. Dr. Paradis has publishedmore 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 AlbertaHeritage Foundation for Medical Research and the National Achievement Awardfrom the Canadian Linguistic Association. She is actively involved in knowledgemobilization and professional development activities with clinicians and educators working with dual language children. Dr. Paradis is the editor of Journal ofChild Language.Fred Genesee, Ph.D., Professor Emeritus, Department of Psychology, McGillUniversity, CanadaDr. Genesee is Professor Emeritus in the Psychology Department at McGill University. The goal of his research and professional interests is to discover children’scapacity for acquiring language by examining language development in secondlanguage learners and simultaneous bilinguals under diverse circumstances. Tothis end, he has conducted research on alternative forms of bilingual and immersion education for language minority and language majority students as well aslanguage development in preschool bilinguals and internationally-adopted children. He has published numerous articles in scientific journals and magazines andis the author of more than 14 books on bilingualism. He has served as a consultanton bilingual education to schools around the world. Dr. Genesee is the recipientof the Canadian Psychological Associate Award for Distinguished Contributionsto Community or Public Service, California Association for Bilingual Education Award for Promoting Bilingualism, and the CPA Gold Medal for LifetimeAchievement.xiiiDual Language Development & Disorders: A Handbook on Bilingualism and Second Language Learning, Third EditionUncorrected Proof. This material is for promotional purposes only.It may not be reproduced or sold in any format. 2021, Paul H.Brookes Publishing Co., Inc. All rights reservedParadis3e FM.indd 1312/03/2020 11:51 AM
xivAbout the AuthorsMartha B. Crago, Ph.D., Vice Principal (Research and Innovation) and Professor,McGill University, CanadaDr. Crago began her career as a speech-language pathologist. As a professor andlanguage acquisition researcher, she and her students and colleagues studied avariety 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 ofGraduate Studies and is Vice Principal Research and Innovation at McGill University. Dr. Crago was named a member of the Order of Canada.Dual Language Development & Disorders: A Handbook on Bilingualism and Second Language Learning, Third EditionUncorrected Proof. This material is for promotional purposes only.It may not be reproduced or sold in any format. 2021, Paul H.Brookes Publishing Co., Inc. All rights reservedParadis3e FM.indd 1412/03/2020 11:51 AM
SECTION IFoundationsDual Language Development & Disorders: A Handbook on Bilingualism and Second Language Learning, Third EditionUncorrected Proof. This material is for promotional purposes only.It may not be reproduced or sold in any format. 2021, Paul H.Brookes Publishing Co., Inc. All rights reservedPARADIS3E CH001.indd 111/21/20 3:12 PM
CHAPTER 1IntroductionLEARNING OUTCOMESThe information in this chapter will increase the reader’s knowledge of the following: Different types of dual language children How the sociolinguistic status for each language and the age of learning eachlanguage shape bilingual development Case study profiles of dual language learners that are referred to throughoutthe book What to expect in the subsequent chapters of the bookINTRODUCTIONChildren come in all shapes and sizes. They differ in myriad ways that delight,puzzle, and challenge their caregivers. These differences make children uniqueindividuals and make parenting a challenge and a joy. For educators, doctors,speech-language pathologists (SLPs), psychologists, and other adults who provideprofessional support to children, consideration of these differences is a responsibility that can be particularly challenging when the sources of a child’s differences arenot part of their professional background. This book focuses on children who, inaddition to having the differences that all children embody, are different linguistically and culturally. They are dual language learners—preschool and school-agechildren who have been learning two languages simultaneously from infancy orwho are in the process of learning a second language (L2) after the first language(L1) has been established.Simultaneous acquisition of two languages, or learning an L2 after an L1 hasbeen learned, does not in itself make children exceptional or unusual; there areprobably as many dual language children in the world as monolingual children3Dual Language Development & Disorders: A Handbook on Bilingualism and Second Language Learning, Third EditionUncorrected Proof. This material is for promotional purposes only.It may not be reproduced or sold in any format. 2021, Paul H.Brookes Publishing Co., Inc. All rights reservedPARADIS3E CH001.indd 311/21/20 3:12 PM
4Foundations(Grosjean, 2000; Tucker, 1998). But learning two languages during infancy andchildhood introduces variation in children’s experiences that add to their individual differences. Dual language children are often treated as if they are different, especially in communities where monolingual children are treated as thenorm. The bias toward monolingual children is reinforced by the preponderanceof research and theory on monolingual acquisition and the relative paucity of workon bilingual and second language learning children. The overall objective of thisbook is to provide a critical overview of the research on bilingual and second language learning in children and, in so doing, to uncover how dual language children can be different, and—most important—to show how differences in the caseof dual language children is not a synonym or a euphemism for deficits or disorders.Our perspective is that there is more than one healthy and normal path to learninglanguage(s) in childhood and that dual language learning leads to differences thatneed to be both better understood and better respected (Genesee, 2003). We alsobelieve that knowing two or more languages and being able to use them appropriately and effectively is a personal, social, professional, and societal asset.This book focuses on the typical features of language and literacy developmentin dual language children of various types (see the discussion in the next section,Dual Language Children). The book also focuses on the developmental characteristics of dual language children who have language, communication, or readingdisorders and examines necessary considerations for assessment and interventionpractices with these children. Appropriate identification of language and readingdisorders in dual language children—and determining intervention strategies andeducational programming for dual language children affected with disorders—are key concerns. The overall goal is to provide parents and professionals whowork with children a comprehensive and up-to-date synthesis of what researchsays about typical and atypical bilingual and second language acquisition; understanding this information allows caregivers and practitioners to make informeddecisions on issues ranging from language choice in the home and school to determining the presence of a clinically significant developmental delay or disorder.This book’s primary audience consists of SLPs who are at the forefront in caring for the language development of children with language, communication, orreading disorders. However, our audience also includes caregivers, early childhood educators, special education professionals (including reading specialists),psychologists, and school teachers with simultaneous bilingual children or secondlanguage learners in their child care centers or classrooms, postsecondary instructors who educate the professionals who work with these children, and pediatricians and community health care professionals who may be consulted on thehealth and well-being of these children. Last, but not least, parents of bilingual andsecond language children are also part of our intended audience because parentshave the utmost interest in knowing what professionals know about dual languagedevelopment. Parent concern is often the starting point of the referral process, andparents must ultimately interpret the advice given by professionals and must makeimportant decisions on behalf of their children.Because our audience is broad and varied with respect to its formal background in research, theory, education, and clinical practice, we have sought to beas nontechnical as possible; however, when technicalities are important, we havenot avoided them. Key concepts are discussed in detail in the text or in boxes,Dual Language Development & Disorders: A Handbook on Bilingualism and Second Language Learning, Third EditionUncorrected Proof. This material is for promotional purposes only.It may not be reproduced or sold in any format. 2021, Paul H.Brookes Publishing Co., Inc. All rights reservedPARADIS3E CH001.indd 411/21/20 3:12 PM
Introduction5Table 1.1. Linguistic terms used throughout the bookLinguistic termDefinitionPhoneticsArticulation and perception of speech sounds; physical/acoustic aspects ofspeech eventsPhonologyPatterns and contrasts of speech sounds in a language and rules for combingspeech sounds into words (phonotactics)LexiconMental dictionary of words in a language; vocabularyMorphologyStructure of words in a language (e.g., the word cats can be broken into cat[content word] and -s [function morpheme]); grammatical morphologyrefers to morphemes that mark grammatical features like plural (-s) or pasttense (-ed) in walked, or stand-alone function words such as the/a or is/wasSyntaxStructure of phrases and sentences; the system of rules in the grammar of alanguage that determines the ways in which words are combined to formmeaningful phrases and sentencesMorphosyntaxGrammar in general; combination of morphology and syntaxSemanticsMeaning and interpretation in language; how features combine to formmeanings of individual words and how words and phrases combine toform meaning in sentencesPragmaticsLanguage in context and the influence of situation on meaning; speaker’s andaddressees’ understanding of the context in which a sentence is uttered;how discourse situation shapes choices of words and grammarSources: Fromkin (2006) and O’Grady and Archibald (2016).and key terms (in bold) are defined in a glossary at the end of the book to aid readers who are less familiar with some of the terms that we use. Because this book isfocused on language development, definitions of some common linguistic termsused throughout the book are given in Table 1.1. These terms are also included inthe glossary.Author Background and ExpertiseOur background is in research on dual language learning in preschool andschool-age children. We are also educators who bring specific interests and experience to the book. Johanne Paradis started her professional career as a teacherof English as a second language. Her educational background includes linguistics, second language education, psychology, and communication disorders. Allof her research has focused on dual language children, both typically developing children and children with disorders, including both preschool and school-age children. Paradis’s research has covered topics such as the development of Frenchand English when acquired simultaneously, the development of English acquiredas a second language by minority children, and the sources of individual differences in that process. Paradis’s research has also focused on the linguistic characteristics of language disorders in French–English bilingual children and, morerecently, language and communication disorders in learners of English as a second language. A major goal of Paradis’s research with second language learnersDual Language Development & Disorders: A Handbook on Bilingualism and Second Language Learning, Third EditionUncorrected Proof. This material is for promotional purposes only.It may not be reproduced or sold in any format. 2021, Paul H.Brookes Publishing Co., Inc. All rights reservedPARADIS3E CH001.indd 511/21/20 3:12 PM
6Foundationswho are typically developing and those with language and communication disorders has been to develop methods for differentiating between them effectively inan assessment context. An additional goal has been to document the capacity forbilingualism and the distinct profiles of first and second language developmentin children with language and communication disorders. Paradis has conductednumerous seminars and workshops on child bilingualism, learning of an L2 bychildren, and considerations for professional practice to local and national groupsof SLPs and educators in the United States and Canada.Fred Genesee’s educational background is in psychology. The overall goal of
believe that knowing two or more languages and being able to use them appropri - ately and effectively is a personal, social, professional, and societal asset. This book focuses on the typical features of language and literacy development in dual language children of various types (see the discussion in the next section, Dual Language Children).
Co-Occurring Disorders: Integrated Dual Disorders Treatment Implementation Resource Kit DRAFT VERSION 2003 Integrated Dual Disorders Treatment Fidelity Scale This document is intended to help guide you in administering the Integrated Dual Disorders Treatment (IDDT) Fidelity Scale. In this document you will find the following:
Mar 04, 2014 · 2. Substance-induced disorders -- intoxication, withdrawal, and other substance/medication-induced mental disorders (psychotic disorders, bipolar and related disorders, depressive disorders, anxiety disorders, obsessive-compulsive and related disorders, sleep disorders, sexual dysfunctions,
A-Disorders of nitrogen-containing compounds: 6-6-Disorders of glutathione metabolism 11-Disorders of phenylalanine 12-Disorders of tyrosine metabolism 13-Disorders of sulfur amino acid and sulfide metab. 14-Disorders of branched-chain amino acid metab. 15-Disorders of lysine metabolism 16-Disorders of proline and ornithine metabolism 18 .
1. Neurodevelopmental Disorders 2. Schizophrenia Spectrum and other Psychotic Disorders 3. Bipolar and Related Disorders 4. Depressive Disorders 5. Anxiety Disorders 6. Obsessive-Compulsive and Related Disorders 7. Trauma-and Stressor-Related Disorders 8. Dissociative Disorders 9. Somatic Symptoms and Rela
6. Detection of Eating Disorders 63 7. Diagnosis of Eating Disorders 73 8. Interventions at the Different Levels of Care in the Management of Eating Disorders 81 9. Treatment of Eating Disorders 91 10. Assessment of Eating Disorders 179 11. Prognosis of Eating Disorders 191 12. Legal Aspects Concerning Individuals with Eating Disorders in Spain 195
“Co-occurring Disorders refer to substance use disorders and mental disorders.” . “The key to effective treatment for clients with dual disorders is the seamless . (2003): “Integrated Treatment for Dual Disorders – A Guide to Effective Practice” The Guilford Press, NY. page xvi, 19)
uniquely defined as co-occurring disorders (CODs). They may include any combination of at least two mental disorders and substance use disorders identified in the DSM-5. Sometimes co-occurring disorders are referenced as “dual disorders” or as “having a dual diagnosis” (SAMHSA, 2014b). The
Brief Contents PART ONE MEDICAL-SURGICAL CASES, 1 Chapter 1 Cardiovascular Disorders, 1 Chapter 2 Respiratory Disorders, 83 Chapter 3 Musculoskeletal Disorders, 149 Chapter 4 Gastrointestinal Disorders, 189 Chapter 5 Genitourinary Disorders, 235 Chapter 6 Neurologic Disorders, 273 Chapter 7 Endocrine Disorders, 341 Chapt
