Language Disabilities in Cultural and Linguistic Diversity takes a critical perspective on traditional bio-cognitive-social approaches to language disabilities - 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.
Deirdre Martin is Senior Lecturer in the School of Education, University of Birmingham, UK. She has extensive experience as an educator and researcher with children and families with language disabilities in multilingual societies. She was a speech and language therapist in the UK and Peru, co-founded the Royal College of Speech and Language Therapists' special interest group in bilingualism and has been a specialist professional advisor. She currently leads postgraduate programmes on language disability and dyslexia for professionals working in EAL, EFL and bilingual contexts. She has published and presented widely in the field of language development, disability and bilingualism.
Introduction Chapter 1 A socio-cultural activity approach: key concepts Chapter 2 Provision for communication disabilities in CLD Chapter 3 Disability and disabling cultural and linguistic diversity Chapter 4 Bilingual speech and language development and difficulties Chapter 5 Literacy, literacies and difficulties with printed language Chapter 6 Deafness in culturally and linguistically diverse communities Chapter 7 Assessment approaches: comparison, product and process Chapter 8 Learning, teaching, and intervention Chapter 9 Collaboration as inter-professional learning Chapter10 Parents, families, and children working with professionals