Book
Language disabilities in cultural and linguistic diversity
Record details
- ISBN: 9781847691590
- Physical Description: xxiii, 304 p. ; 21 cm.
- Publisher: Toronto, Ont. : Multilingual Matters, 2009.
Content descriptions
| Formatted Contents Note: | Introduction -- A sociocultural activity approach: key concepts -- Provision for communicationdisabilities in cultural and linguistic diversity -- Disability and disabling cultural and linguistic diversity -- Bilingual speech and language development and difficulties -- Literacy, biliteracies and difficulties with printed language --Deafness in culturally and linguistically diverse communities -- Assessment approaches: comparison, product and process -- Learning, teaching and intervention -- Collaboration as interprofessional learning -- Parents, families and children working with professionals -- References. |
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Available copies
- 1 of 1 copy available at Decoda Literacy Library.
Holds
- 0 current holds with 1 total copy.
| Location | Call Number / Copy Notes | Barcode | Shelving Location | Holdable? | Status | Due Date |
|---|---|---|---|---|---|---|
| Decoda Literacy Library | 371.914 M36 2009 (Text) | 35410000018804 | General Collection | Volume hold | Available | - |
- Book News
Martin (education, U. of Birmingham, UK) critiques the traditional approach to language-related disabilities in culturally and linguistically diverse populations by drawing on sociocultural perspectives and the work of developmental psychologist Lev Vygotsky to reinterpret psychological and sociolinguistic research in light of the idea that learning is both social and cognitive, and enabled by language. After laying out the theoretical perspective, she examines sociocultural contexts and practices around cultural and linguistic diversity, inclusive and exclusive practices of health and education provision to culturally and linguistically diverse families and children with language disabilities, discourses around and issues of dyslexia and deafness, a critique of formal assessment methods of language disabilities in bilingual populations, practices of intervention and teaching with bilingual children with language disabilities, and the multidisciplinary collaboration among practitioners needed to meet the needs of bilingual children with language disabilities. Distributed in the US by UTP Distribution. Annotation ©2009 Book News, Inc., Portland, OR (booknews.com) - Perseus Publishing
Language Disabilities in Cultural and Linguistic Diversity takes a critical perspective on traditional bio-cognitive-social approaches to language disabilities â specific language impairment, communication difficulties, dyslexia and deafness. A socio-cultural approach orientates a reinterpretation of research, educational practices and policies in assessment, teaching and intervention. A Vygotskian framework affords repositioning of assessment, learning and development for language disabilities as they are influenced and shaped by experiences of multilingualism, culture, ethnicity and race. The author, rather than present definitive answers, aims to offer new analyses and extend current understanding of linguistic phenomena fraught by dilemmas of disentangling diversity and disability. The volume serves as a source of reflection and inquiry for students, professionals and policy makers in education and health who are interested in disability and language disabilities in multilingual and multicultural contexts.
- Univ of Toronto Pr
This book offers a solution to the familiar dilemma of decoding communication difficulties for learners developing the language of schooling. The author takes a sociocultural Vygotskian approach to reinterpret international research in language disabilities, namely specific language impairment, communication difficulties, dyslexia and deafness. - Univ of Toronto Pr
Language Disabilities in Cultural and Linguistic Diversity offers a new approach to understanding the familiar dilemma of disentangling difficulties in communication for learners developing the language of schooling. The author takes a socio-cultural Vygotskian approach to reinterpret international research in language disabilities, namely specific language impairment, communication difficulties, dyslexia and deafness.
