Language and Literacy Development for English Language Learners : An Interdisciplinary Approach

A number of books and studies have shed light on the value of professionals working together to address the language and literacy needs of English learners (ELs) with communication disorders. However, few resources have directly and intentionally addressed the merging of the two disciplines speech-language pathology and English as a second language-in effecting change in language and literacy. Thus, there is a gap in the literature. This book influences how the disciplines of speech-language pathology and English as a second language view and incorporate the roles of professionals in working with ELs, and specifically ELs with communication disorders.

Linda I. Rosa-Lugo, EdD, CCC-SLP, is an Associate Professor and the Master's Program Director in the Department of Communication Sciences and Disorders in the College of Health and Public Affairs at the University of Central Florida. She has worked in educational and medical settings with a wide variety of diverse clients with communication disorders. Her research interests are in the areas of assessment and treatment of diverse students, language and literacy development: in Hispanic youngsters who are deaf and hard of hearing, and first and second language acquisition in English learners.
Florin M. Mihai, PhD, is an Assistant Professor in the College of Arts and Humanities at the University of Central Florida. He has taught English as a foreign language, as well as courses in applied linguistics, language assessment, and curriculum development. His research interests include content-area assessment for English learners, pre- and in-service teacher education, and implications of form-focused instruction.
Joyce W. Nutta, PhD, is an 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. 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.