This volume contains 11 chapters authored by psychology, education, and other practitioners and researchers from the US and Hong Kong focusing on the assessment of bilingual children by mental health professionals, educators, and other professionals, and the multiple factors involved. They consider interactions between experience and biological and cultural/societal factors in the evaluation of second language learners, including immigration, refugee experiences, poverty, stress, and family and community issues, and cognitive, academic, and social-emotional evaluation areas. The introductory chapter outlines the issues that influence the needs of bilingual children in the US, followed by chapters on cross-language transfer, including how the structure of a native language affects second language acquisition and the biological bases of normative and aberrant language development, and specific types of assessment: the use of norm-referenced measures, response to intervention techniques, social-emotional evaluation in a bilingual-bicultural context, and reading and writing assessment. Chapters include case studies, checklists, and charts. Annotation ©2014 Ringgold, Inc., Portland, OR (protoview.com)