Language and Literacy Development: English Learners With Communication Disorders, from Theory to Application. This item is unavailable.Language and Literacy Development: English Learners With Communication Disorders, from Theory to Application

Language and Literacy Development: English Learners with Communication Disorders, From Theory to Application, Second Edition brings you the most useful, up-to-date information on best practices for English learners (ELs) with communication disorders from a variety of backgrounds how to conduct assessment, intervention, and progress monitoring. The first edition of this text gave a comprehensive overview of the theory and practice of serving ELs with communication disorders, and the second edition is expanded to show the nuts and bolts of how to meet ELs' needs and how professionals can support their success at school.

Continuing the perspective of the first edition, this text emphasizes collaboration between speech-language pathology (SLP) and English for speakers of other languages (ESOL) professionals. To place theory, policies, and best practices in a realistic, relatable context, this text presents engaging, detailed teaching cases that address common issues that SLPs and ESOL specialists encounter. More importantly, it shows how to apply the knowledge and implement the mechanics and practicalities of assessment, intervention, and progress monitoring. The new resources section includes many useful tools and references, such as a case history form for bilingual students, WIDA Can-do Descriptors and Performance Definitions, actual assessment instruments, and a table of intervention types and purposes.

New to the Second Edition:

• Updated EL and EL with communication disorders demographics and legislation
• An innovative assessment/intervention/monitoring (AIM) framework geared toward language proficiency development and academic content expansion of ELs with communication disorders
• Research-based and proficiency-level appropriate pedagogical interventions and recommendations for implementing effective assessments that support English learners with communication disorders in their language and content growth
• Updated information on commonly used assessments used by speech-language pathologists to identify/determine disability
• Authentic examples of case studies of ELs and ELs with communication disorders that encourage readers to apply the innovative assessment/intervention/monitoring (AIM) framework

The primary audience for this text is the school-based speech-language pathologist. It is also intended for all professionals who are responsible for teaching language and literacy skills, such as the ESOL professional, general and special educators, bilingual teachers, reading coaches and school administrators. Language and Literacy Development, Second Edition can also be used as a textbook in academic programs.

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.

Florin Mihai, PhD 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 W. Nutta, PhD 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. Her research interests include the use of technology to teach foreign/second languages, distance learning for teacher education, and the integration of ESOL issues into teacher education curricula. Dr. Nutta has received over $3,000,000 in research and training grants. Her research has been published in Foreign Language Annals, TESOL Journal, and CALICO Journal, among other international and national publications. She recently published Language Learning Technologies for K-12 Teachers with Thomson Heinle. Her presentations are highly interactive and hands-on applications of research-based approaches to teaching English language learners.