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 differences and/or 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.
Organization of the Text
1. English Learners - The Merging of Two Disciplines
2. English Learners - Perspectives from Two Disciplines
3. English Learners in the United States - Preschool Through Grade 12
4. First and Second Language Acquisition: Theoretical and Practical Considerations for SLPs and ESOL Professionals
5. Literacy Development in a Second Language
6. An Interdisciplinary Approach to the Assessment of English Learners
7. An Interdisciplinary Approach to Assessment of English Learners with Communication Disorders
8. Approaches and Practical Strategies to Facilitate Language and Literacy Development in English Learners
9. The Power of Two: Directions for an Effective Collaboration Between SLPs and ESOL Professionals
Appendix A. ASHA and TESOL Position Statements
Appendix B. Professional Standards
About The Authors
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. She can be reached at email@example.com.
Dr. Mihai 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 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 bachelors degree in Mass Communications, a masters degree in Applied Linguistics, and a Ph.D. in Second Language Acquisition/Instructional Technology.
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