Bilingual children are often referred for assessment to determine if educational or mental health supports are necessary for academic, social-emotional, or personal success. However, practitioners unfamiliar with the complex factors affecting second language acquisition run the risk of misinterpreting assessment data. For example, assessments that purport to examine a student's cognitive or academic abilities may instead measure language proficiency or the effects of immigration or poverty. 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 multiple influences, such as previous education, immigration, acculturation, poverty, trauma, and even structural differences between the child's first and second languages. In line with advances in science, several chapters explore the brain-based relationships between personal experience and language learning. All chapters provide case examples of bilingual children, as well as practical checklists of factors to consider in assessing such children. In today's multicultural society, professionals working with bilingual children must consider each child's context before determining his or her needs. This book equips such professionals with the tools necessary for an integrated assessment. Contents: Introduction Amanda B. Clinton Challenges and Complexities in the Assessment of the Bilingual Student Elizabeth O'Bryon I. Insights From Neuroscience and Cognitive Psychology on Cross-Language Transfer Cross-Language Transfer in Bilingual Students Yanling Zhou, Xiuhong Tong, Jianhong Mo, and Catherine McBride-Chang Neuropsychological Considerations in Bilingual Assessment: The Underlying Basis of Language Disability Rachel Robillard Implications of Semilingualism for Assessment of the Bilingual Child Amanda B. Clinton, Wanda R. Ortiz, and Korah La Serna Guilar II. Practical Implications for Assessment Integrated Intellectual Assessment of the Bilingual Student Pedro Olvera and Lino Gómez-Cerrillo Response to Intervention and Bilingual Learners: Promises and Potential Problems Catherine Christo, Erin Crosby, and Michelle Zoraya Integrated Social-Emotional Assessment of the Bilingual Child Michael R. Hass and Kelly S. Kennedy III. A New Vision: Integrating Concepts in Bilingual Assessment Acculturation and Sociocognitive Factors Patricio A. Romero and Jennifer Rahman Assessing Bilingual Students' Writing, by Jill Fitzgerald, Carol B. Olson, Sandra G. Garcia, and Robin C. Scarcella Implications of Bilingualism in Reading Assessment Sharolyn D. Pollard-Durodola, Elsa Cárdenas-Hagan, and Fuhui Tong An Integrated Approach to the Assessment of the Refugee Student Karen Lee Seymour Afterword Amanda B. Clinton |