Brian A. Goldstein, Ph.D., CCC-SLP, is the Chief Academic Officer and Executive Dean at the University of St. Augustine for Health Sciences, San Marcos, CA. Dr. Goldstein is well-published in the area of communication development and disorders in Latino children focusing on speech sound development and disorders in monolingual Spanish and Spanish-English bilingual children. He is the former editor of Language, Speech and Hearing Services in Schools, is a Fellow of the American Speech-Language-Hearing Association (ASHA), and received the Certificate of Recognition for Special Contribution in Multicultural Affairs from ASHA.

• About the EditorAbout the ContributorsPrefaceFor the ReaderDedicationChapter 1 – The Human Right to Communicate in More Than One LanguageGabriela Simon-CereijidoChapter 2 – Bilingual Language Development of English Learners: Estimating the Growth of Two LanguagesAquiles Iglesias and Raúl RojasChapter 3 – Bilingual Language Acquisition and the Child Socialization ProcessKelly Escobar, Julie Smith, Carol Scheffner Hammer, and Barbara RodríguezChapter 4 – Development of Speech Perception and Production in Bilingual Preverbal InfantsMegha SundaraChapter 5 – Cross-Linguistic Influence and Code-SwitchingJohanne Paradis and Adriana Soto-CorominasChapter 6 – Bilingual Lexical Development, Assessment, and InterventionJanet L. Patterson and Barbara Zurer PearsonChapter 7 – Semantic Development in Spanish–English Bilinguals: Theory, Assessment, and InterventionElizabeth D. Pena, Ellen Stubbe Kester, and Li ShengChapter 8 – Morphosyntactic DevelopmentLisa M. Bedore and Solaman J. CoopersonChapter 9 – Spanish Child Heritage Speakers: Patterns of Change and Implications for Clinical PracticeRaquel T. AndersonChapter 10 – Grammatical Impairments in Spanish–English Bilingual ChildrenMarÍa Adelaida Restrepo and Anny Castilla-EarlsChapter 11 – The Development of Oral Narrative Language Skills and Disorders in Spanish-English Bilingual ChildrenKai Greene and Christine FiestasChapter 12 – LiteracyMegan Dunn Davison and MarÍa R. Brea-SpahnChapter 13 – Language and the Educational SettingLisa M. LopezChapter 14 – Speech Sound Development and DisordersChristina E. Gildersleeve-Neumann and Brian A. GoldsteinChapter 15 – FluencyNan Bernstein Ratner and Courtney ByrdChapter 16 – Culturally and Linguistically Responsive Approaches to Language InterventionGabriela Simon-Cereijido and Lucía I. Méndez Chapter 17 – Professional Development Practices and Content for Professionals Working with Preschool Dual Language LearnersMaría Adelaida Restrepo and Melissa PierceIndex

Brian A. Goldstein, Ph.D., CCC-SLP, is the Chief Academic Officer and Executive Dean at the University of St. Augustine for Health Sciences, San Marcos, CA. Dr. Goldstein is well-published in the area of communication development and disorders in Latino children focusing on speech sound development and disorders in monolingual Spanish and Spanish-English bilingual children. He is the former editor of Language, Speech and Hearing Services in Schools, is a Fellow of the American Speech-Language-Hearing Association (ASHA), and received the Certificate of Recognition for Special Contribution in Multicultural Affairs from ASHA.

• About the EditorAbout the ContributorsPrefaceFor the ReaderDedicationChapter 1 – The Human Right to Communicate in More Than One LanguageGabriela Simon-CereijidoChapter 2 – Bilingual Language Development of English Learners: Estimating the Growth of Two LanguagesAquiles Iglesias and Raúl RojasChapter 3 – Bilingual Language Acquisition and the Child Socialization ProcessKelly Escobar, Julie Smith, Carol Scheffner Hammer, and Barbara RodríguezChapter 4 – Development of Speech Perception and Production in Bilingual Preverbal InfantsMegha SundaraChapter 5 – Cross-Linguistic Influence and Code-SwitchingJohanne Paradis and Adriana Soto-CorominasChapter 6 – Bilingual Lexical Development, Assessment, and InterventionJanet L. Patterson and Barbara Zurer PearsonChapter 7 – Semantic Development in Spanish–English Bilinguals: Theory, Assessment, and InterventionElizabeth D. Pena, Ellen Stubbe Kester, and Li ShengChapter 8 – Morphosyntactic DevelopmentLisa M. Bedore and Solaman J. CoopersonChapter 9 – Spanish Child Heritage Speakers: Patterns of Change and Implications for Clinical PracticeRaquel T. AndersonChapter 10 – Grammatical Impairments in Spanish–English Bilingual ChildrenMarÍa Adelaida Restrepo and Anny Castilla-EarlsChapter 11 – The Development of Oral Narrative Language Skills and Disorders in Spanish-English Bilingual ChildrenKai Greene and Christine FiestasChapter 12 – LiteracyMegan Dunn Davison and MarÍa R. Brea-SpahnChapter 13 – Language and the Educational SettingLisa M. LopezChapter 14 – Speech Sound Development and DisordersChristina E. Gildersleeve-Neumann and Brian A. GoldsteinChapter 15 – FluencyNan Bernstein Ratner and Courtney ByrdChapter 16 – Culturally and Linguistically Responsive Approaches to Language InterventionGabriela Simon-Cereijido and Lucía I. Méndez Chapter 17 – Professional Development Practices and Content for Professionals Working with Preschool Dual Language LearnersMaría Adelaida Restrepo and Melissa PierceIndex

Brian A. Goldstein, Ph.D., CCC-SLP, is the Chief Academic Officer and Executive Dean at the University of St. Augustine for Health Sciences, San Marcos, CA. Dr. Goldstein is well-published in the area of communication development and disorders in Latino children focusing on speech sound development and disorders in monolingual Spanish and Spanish-English bilingual children. He is the former editor of Language, Speech and Hearing Services in Schools, is a Fellow of the American Speech-Language-Hearing Association (ASHA), and received the Certificate of Recognition for Special Contribution in Multicultural Affairs from ASHA.

• About the EditorAbout the ContributorsPrefaceFor the ReaderDedicationChapter 1 – The Human Right to Communicate in More Than One LanguageGabriela Simon-CereijidoChapter 2 – Bilingual Language Development of English Learners: Estimating the Growth of Two LanguagesAquiles Iglesias and Raúl RojasChapter 3 – Bilingual Language Acquisition and the Child Socialization ProcessKelly Escobar, Julie Smith, Carol Scheffner Hammer, and Barbara RodríguezChapter 4 – Development of Speech Perception and Production in Bilingual Preverbal InfantsMegha SundaraChapter 5 – Cross-Linguistic Influence and Code-SwitchingJohanne Paradis and Adriana Soto-CorominasChapter 6 – Bilingual Lexical Development, Assessment, and InterventionJanet L. Patterson and Barbara Zurer PearsonChapter 7 – Semantic Development in Spanish–English Bilinguals: Theory, Assessment, and InterventionElizabeth D. Pena, Ellen Stubbe Kester, and Li ShengChapter 8 – Morphosyntactic DevelopmentLisa M. Bedore and Solaman J. CoopersonChapter 9 – Spanish Child Heritage Speakers: Patterns of Change and Implications for Clinical PracticeRaquel T. AndersonChapter 10 – Grammatical Impairments in Spanish–English Bilingual ChildrenMarÍa Adelaida Restrepo and Anny Castilla-EarlsChapter 11 – The Development of Oral Narrative Language Skills and Disorders in Spanish-English Bilingual ChildrenKai Greene and Christine FiestasChapter 12 – LiteracyMegan Dunn Davison and MarÍa R. Brea-SpahnChapter 13 – Language and the Educational SettingLisa M. LopezChapter 14 – Speech Sound Development and DisordersChristina E. Gildersleeve-Neumann and Brian A. GoldsteinChapter 15 – FluencyNan Bernstein Ratner and Courtney ByrdChapter 16 – Culturally and Linguistically Responsive Approaches to Language InterventionGabriela Simon-Cereijido and Lucía I. Méndez Chapter 17 – Professional Development Practices and Content for Professionals Working with Preschool Dual Language LearnersMaría Adelaida Restrepo and Melissa PierceIndex