Contains 12 papers contributed by scholars in the field of language development, studying variants of the languages which originated on the Iberian peninsula. This book examines language development in both typically-developing and language-impaired populations learning language in diverse learning conditions including language contact.

1. List of contributors; 2. Introduction (by Grinstead, John); 3. Part I. Diverse learning conditions and input characteristics; 4. Syllable-final /s/ lenition and the acquisition of plural morphology in Spanish-speaking children (by Miller, Karen); 5. The article paradigm in Spanish-speaking children with SLI in language contact situations (by Anderson, Raquel T.); 6. Development in early Basque-Spanish language mixing (by Ezeizabarrena, Maria-Jose); 7. Part II. The developing syntax and semantics of determiner phrases; 8. Context and the Scalar Implicatures of Indefinites in Child Spanish (by Vargas-Tokuda, Marissa); 9. Early determination (by Perez-Leroux, Ana Teresa); 10. Part III. The developing syntax of the verb phrase; 11. Before grammar: Cut and paste in early complex sentences (by Rojas Nieto, Cecilia); 12. Subjects, verb classes and word order in child Catalan (by Gavarro, Anna); 13. Person and number asymmetries in child Catalan and Spanish (by Bel, Aurora); 14. Part IV. The development of inflectional morphology; 15. Relationships between linguistic and behavioral measures during development (by Perez-Pereira, Miguel); 16. Temporal interface delay and root nonfinite verbs in Spanish-Speaking children with specific language impairment: Evidence from the grammaticality choice task (by Grinstead, John); 17. Specific language impairment in Spanish & Catalan (by Torrens, Vicenc); 18. Variability in the grammatical profiles of Spanish-speaking children with specific language impairment (by Morgan, Gareth); 19. Index

This edited volume is an outstanding and timely addition to the increasing literature on the acquisition and development of the Spanish language. The focus on methodological and theoretical links in both impaired and non-impaired development brings to life the true meaning and purpose of cross-disciplinary research. This book should be of interest to linguists, educators and speech pathologists.