Description
Bilingual children are regularly referred for assessment to decide if educational or mental health supports are vital for academic, social-emotional, or personal success. This book explores the interplay between factors impacting English language learners and considers implications for assessment. It advocates for an integrated assessment of bilingual children that considers a couple of influences, such as previous education, immigration, acculturation, poverty, trauma, or even structural differences between the kid s first and second languages. In step with advances in science, a number of chapters explore the brain-primarily based relationships between personal enjoy and language learning.