A broadly applied term that covers a range of neurologically based disorders in learning related to basic psychological processes: (1) input (auditory and visual perception), (2) integration (sequencing, abstraction, and organization), (3) memory (working, short term, and long term memory), (4) output (expressive language), and (5) motor (fine and gross motor).
Published in Chapter:
Understanding Diverse Bilingual Learners: The Need for a Transdisciplinary Lens
Amy A. Weimer (University of Texas – Rio Grande Valley, USA), Mario Gil (University of Texas – Rio Grande Valley, USA), and J. Joy Esquierdo (University of Texas – Rio Grande Valley, USA)
Copyright: © 2019
|Pages: 14
DOI: 10.4018/978-1-5225-8283-0.ch009
Abstract
The chapter synthesizes findings from diverse disciplinary perspectives to make the case that we need a new lens to better serve the diversity of bilingual learners. Drawing upon theories and findings from studies by educators, child developmentalists, and neuroscientists, but moving beyond any one disciplinary perspective, the authors aim to create a unity of new knowledge developed of theories from across disciplines. This approach is exactly what is needed to address the complexity of factors surrounding bilingual learners. Taking a transdisciplinary approach will allow us to move closer toward an understanding of the many factors affecting bilingual children and families, and this new knowledge can be applied to promote their educational and lifelong success.