This book presents a comprehensive set of tools for assessing the linguistic abilities of bilingual children. It aims to disentangle effects of bilingualism from those of Specific Language Impairment (SLI), making use of both models of bilingualism and models of language impairment.

This book examines teachers and their psychology from a variety of theoretical and methodological perspectives. It covers well-established areas of teacher psychology plus areas that have only recently begun to be explored. The 19 chapters in this volume make a significant contribution to the emerging field of language teacher psychology.

This book investigates language disorders in children who speak languages other than, or in addition to, English. The volume aims to stimulate thoughtful clinical practices and further research in language disorders in multilingual populations.