With the increasing number of Spanish-English bilingual children in the U.S., both SLPs and researchers must understand speech and language developments in these children--and SLPs also need reliable assessment and intervention approaches for serving bilingual children with language disorders. This comprehensive text is one of the few to offer readers in-depth theoretical and practical information on these timely topics. Focusing on children from 3 to 12 years of age, this urgently needed resource brings together more than a dozen top researchers to present developmental data, best assessment practices, and appropriate intervention approaches in the following areas: language processing skills, lexical development, morpho-syntactic development, first language loss, grammatical impairments, semantic development, phonological development and disorders, narrative development and disorders, and fluency. A concluding chapter provides readers with a framework for appropriate language intervention for bilingual speakers. The chapter outlines the major purposes of intervention for bilingual children with speech and language disorders, explores the debate over which language SLPs should be used with bilingual children, and examines ways to promote gains in both languages. With this research-based text, SLPs will understand the complexity of language development in bilingual children and learn appropriate assessment and intervention approaches. The Table of Contents consists of five sections and thirteen chapters, as follows: Section I, Setting the Stage, contains: (1) Bilingual Language Development and Disorders: Introduction and Overview (Brian A. Goldstein); and (2) Bilingual Language Acquisition and the Child Socialization Process (Carol Scheffner Hammer, Adele W. Miccio, and Barbara L. Rodriguez). Section II, Lexical and Semantic Aspects, contains: (3) Processing Skills in Early Sequential Bilinguals (Kathryn Kohnert); (4) Bilingual Lexical Development: Influences, Contexts, and Processes (Janet L. Patterson and Barbara Zurer Pearson); and (5) Semantic Development in Spanish-English Bilinguals: Theory, Assessment, and Intervention (Elizabeth D. Pena and Ellen Stubbe Kester). Section III, From Grammar to Discourse, contains: (6) Verbal Morphology and Vocabulary in Monolinguals and Emergent Bilinguals (Donna Jackson-Maldonado); (7) Morphosyntactic Development (Lisa M. Bedore); (8) First Language Loss in Spanish-Speaking Children: Patterns of Loss and Implications for Clinical Practice (Raquel T. Anderson); (9) Grammatical Impairments in Spanish-English Bilingual Children (Maria Adelaida Restrepo and Vera F. Gutierrez-Clellen); and (10) Narrative Development and Disorders in Bilingual Children (Vera F. Gutierrez-Clellen). Section IV, Speech Characteristics, contains: (11) Phonological Development and Disorders (Brian A. Goldstein); and (12) Fluency and Stuttering in Bilingual Children (Nan Bernstein Ratner). Section V, Intervention, contains: (13) Language Intervention with Bilingual Children (Kathryn Kohnert and Ann Derr). An Appendix of Resources is included.