Skip to Main Content

SPCL 7823 Psycholinguistics, Bilingualism, & Counseling in Schools: READING BIBLIOGRAPHY

Open Educational Resource (OER) created for Professor Elizalde-Utnick's SPCL 7823 course.


Baker, C., & Wright, W. E. (2021a). The early development of bilingualism. In Foundations of bilingual education and bilingualism (8th ed.). Multilingual Matters.

Baker, C., & Wright, W. E. (2021b). The later development of bilingualism. In Foundations of bilingual education and bilingualism (8th ed.). Multilingual Matters.

Cancino, E. M. R., & Cruz, C. P. B. (2019). Exploring the Use of Bibliotherapy with English as a Second Language Students. English Language Teaching, 12(7), 98-106. doi: 10.5539/elt.v12n7p98

Cervantes, A., Fernandez, I. T., & Carmona, J. F. (2019). Nosotros Importamos (We Matter): The Use of Testimonios with Latino Male Adolescents in Group Counseling, Journal of Creativity in Mental Health.

Chang, D. F., Hsieh, E., Somerville, W. P., Dimond, J., Thomas, M., Nicasio, A., Boiler, M., & Lewis-Fernández, R. (2021). Rethinking Interpreter Functions in Mental Health Services. Psychiatric Services, 72(3), 353-357.

Diakonova-Curtis, D. (2016). Bilingualism as a tool in psychotherapy. Psychotherapy Bulletin, 51(4), 38-42.

Elizalde-Utnick, G. (2007). Young selectively mute English language learners: School-based intervention strategies. Journal of Early Childhood and Infant Psychology, 3, 143-163.

Farrell, I. C., Binkley, E. E., Garcia, M. A., & Jackson, T. N. (2022). Advocacy of School Counselors Working with ELL Students. Professional School Counseling, 26(1), 1–10. DOI: 10.1177/2156759X221134276.

Hoff, E., & Core, C. (2015). What clinicians need to know about bilingual development. Semin Speech Lang, 36(2), 89-99. doi:10.1055/s-0035-1549104.

Hwang, W.-C. (2006). Acculturative family distancing: Theory, research, and clinical practice. Psychotherapy: Theory, Research, Practice, Training, 43(4), 397–409. DOI: 10.1037/0033-3204.43.4.397

Ivers, N. N., Ivers, J. J. Sr., & Duffy, T. (2013). Second language acquisition: Cultural, cognitive, and clinical considerations for counseling practice. Journal of Creativity in Mental Health, 8, 219–234, 2013. DOI: 10.1080/15401383.2013.821920

Ivers, N. N., & Villalba, J. A. (2015). The effect of bilingualism on self-perceived multicultural counseling competence. The Professional Counselor, 5(3),  DOI:

Martinovic, I., & Altarriba, J. (2013). Bilingualism and emotion. In T. K. Bhatia & W. C. Ritchie (Eds.), The handbook of bilingualism and multilingualism, 2nd Ed. Wiley-Blackwell.

Medlicott, C., Tomicsne-Wagner, S., & Griffo, F. (2022). M(other) tongue: An exploration of the impact on power dynamics for the therapist working in English as a second language. Couns Psychother Res, 00, 1–11. DOI: 10.1002/capr.12604.

Mumbauer, J., & Kelchner, V. (2017-2018). Promoting mental health literacy through bibliotherapy in school-based settings. Professional School Counseling, 21(1), 85-94. doi: 10.5330/1096-2409-21.1.85.

National Association of School Psychologists. (2023). The Provision of School Psychological Services to Multilingual Students. [Position Statement].

Pavlenko, A. (2006). Bilingual Minds: Emotional experience, expression and representation. Buffalo, NY: Multilingual Matters. (selection)

Perez Foster, R. (1998). The power of language in the clinical process: Assessing and treating the bilingual person. Northvale, NJ: Aronson. (selection)

Rodriguez, R. (1982). Hunger of memory. Penguin. (selection)

Seto, A. & Forth, N. L. A. (2020). What is known about bilingual counseling? A systematic review of the literature. The Professional Counselor, 10(3), 393-405. Doi: 10.15241/as.10.3.393.

Shi, Q., & Watkinson, J. (2019). English Language Learners and School Belonging: Implications for School Counselor Practice. Professional School Counseling, 22(1b), 1-9. DOI: 10.1177/2156759X19834442.

Shin, S. J. (2018). Bilingualism and identity. In Bilingualism in schools and society: Language, identity, and policy (2nd ed.; pp. 102-124). Routledge.

Steen, S. (2013). Achieving Success Every Day (ASE) Group Counseling Model. Downloaded  from:

Steen, S., Henfield, M. S., & Booker, B. (2014). The Achieving Success Everyday Group Counseling Model: Implications for Professional School Counselors. The Journal for Specialists in Group Work, 39(1), 29–46. DOI: 10.1080/01933922.2013.861886.

Steen, S., Liu, X., Shi, Q., Rose, J., & Merino, G. (2018). Promoting School Adjustment for English-Language Learners Through Group Work. Professional School Counseling, 21(1), 1–10. DOI: 10.1177/2156759X18777096.

Sue, D. W., Sue, D., Neville, H. A., & Smith, L. (2019). The impact of systemic oppression within the counseling process: Client worldviews and counselor credibility. Counseling the culturally diverse: Theory and practice (8th ed., pp. 98-118). John Wiley & Sons.

Watkinson, J. S., Shi, Q., Slezak, H., & Litvin, R. (2022). Preparing Future School Counselors to Work with English Language Learners. Journal of Counselor Preparation and Supervision, 16(1). Retrieved from