Includes bibliographical references and index.

Language and cognitive development -- Cognitive theories and their perspectives on language -- Bilingualism and cognition -- Intelligence and bilingual assessment -- Education circumstances -- Theoretical conceptualizations: bilingualism and schooling -- Best practices and successful strategies -- Policies.

"This volume focuses on describing bilingual cognitive and language development processes; identifying and discussing research-informed bilingual education methods; and models and stating best practices for implementation of the methods and models to inform bilingual research, pedagogy, and policy. Parts I and II of this volume are designed with the specific goal of helping students and professionals who are interested in bilingual education and research to find empirical and applied research solutions that will, we hope, lead to positive pedagogical outcomes and policies for educating bilingual children. Overarching goals for this book include (a) to state the case for strengthening research collaboration between the disciplines of cognitive psychology, neuroscience, and education; (b) to refresh and enhance the educated reader's knowledge of children's cognitive and language development processes, as well as educate undergraduate and graduate students preparing for careers in education, cognitive psychology, or neuroscience; and (c) to provide readers greater insight into the cognitive processes associated with successful pedagogy for improving educational achievement, with specific focus on bilingual children, a rapidly growing sector of the American population. The primary intended audience of this volume consists of a broad spectrum of researchers/experts, administrators, policymakers, and teachers with an interest in cognition and language development, especially as they relate to emergent bilingual children"--Introduction. (PsycINFO Database Record (c) 2011 APA, all rights reserved).

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