difference vs. disorder: speech development in culturally and linguistically diverse populations
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Difference vs. Disorder: Speech Development in Culturally and Linguistically Diverse Populations
Understanding the influence of two sound systems on speech development
2011
Outline for Today
•Typical Speech Development in Bilinguals▫How does a second language influence
sound acquisition?•Speech and Articulation Development
▫Consonants▫Vowels
•Phonological Development•Other Languages•Case Studies
Learner Objectives
•Participants will:▫Understand typical speech development for
bilinguals▫Identify typical speech processes of bilinguals▫List similarities in typical monolingual and
bilingual speech development.▫Identify speech intervention goals for bilingual
children.
Typical Development in BilingualsSpeechThe influence of a second language on the acquisitions of sounds
Difference vs. Disorder
NORMALDEVELOPMENTAL
ERRORS
SECOND-LANGUAGE INFLUENCE
ATYPICAL ERRORS
Speech Outcomes
• Qualifies
• DNQ
• DNQ• DNQ
Errors are
typical for age
Errors are due
to second languag
eErrors
are atypical for age
and languag
e
No errors
present
Let’s take a walk
•Speech and language development from:▫0-36 months▫36 months forward
•With:▫Spanish▫English▫Crosslinguistic
Influence
Typical Development in BilingualsLanguage
Similarities
Differences
+ = Positive transfer
+ = Negative transfer
Building blocks for speech
•0-1 month – crying and vegetative sounds
•1-6 months – cooing, laughter, squealing, growling
•4-6 months – marginal babbling•6-8 months – reduplicated
babbling•8-10 months – variegated
babbling•8-12 months – echolalia*•9-12 months – phonetically*
consistent forms•9-12 months – jargon*Language Influenced*
Speech Intelligibility
•For parents: (Lynch, Brookshire & Fox, 1980)
▫18 months - ~25% intelligible▫2 year olds - 50-75% intelligible▫3 year olds - 75%-100% intelligible
•For unfamiliar: (Flipsen, 2006)
▫18 months - ~25% intelligible▫2 year olds - ~50% intelligible▫3 year olds - ~75% intelligible▫4 year olds - 100% intelligible
Red Flags For Speech Impairment in Bilinguals
• Difficulty producing sounds in both languages, even with adult assistance
• Family history of speech-language impairment • Slower development than siblings• Difficulty interacting with peers• Difficulty with speech production in many
routines and settings• Speech production unlike others with similar
cultural/linguistic experiences
Bilingualism & ArticulationThe differences and shared characteristics of two sound systems
Spanish & English Phonemes
/ɲ/
/ɾ//R//x/
/ð/ /dʒ/ /h/ /ŋ/
/θ/ /r/ /ʃ/
/v/ /w//z/ /ʒ/
SPANISH ENGLISH
/b/ /d/ /ɡ/ /p/ /t/ /k//m/ /n/
/s/ /tʃ/ /j/ /l/ /f/
Spanish & English Phonemes Side-by-Side
English & Spanish Consonants
•Consonants in both languages:▫b p d t g k m n l “ch” s “y” w f
•Spanish consonants not in English▫X ñ (tap r) R (rolled r)
•English consonants not in Spanish▫v “th” (voiced and unvoiced) z “sh” “zh”
“h” “j” “ng” English r •Spanish consonants allowed in word-
final position: r (flap), s, l, n, d
English consonants mastered in words across time
English consonants mastered in words across time
English consonants –GFTA 2
Spanish consonants mastered in words across time
Spanish consonant acquisition -Goldstein
Vowel Inventory
/æ/ /ɔ/ /ʊ//u/ /ʌ/ /ɛ/
/ɪ/ /ə/
/ɑ//e//i//o//u/
SPANISH ENGLISH
English and Spanish Vowels
•13-14 vowel sounds in English (depending on dialect and detail)
•5 vowels in Spanish (a e i o u)
SpanishSpanish
Vowel ChartEnglish and Spanish
Bilingualism & PhonologyWhen the rules of two sound systems overlap or are mutually exclusive
Phonological Processes
Cluster reductionStoppingFronting
AssimilationGliding
Final consonant deletionDeaffrication
Tap/Trill Deviation Vocalization
SPANISH ENGLISH
Phonological Processes: Norms
Syllable Structure
English Spanish
• More clusters
• Many words ending in Cs
• Many allowable phonemes final Cs
• CV dominated
• Few words ending in Cs
• Few allowable phonemes as final Cs (only l, n, d, s, r)
C = Consonant
V = Vowel
Bilingual Influence -Cluster Reduction
Age of Acquisition Phonotactics
• Bilingual children make more cluster reduction errors in English than they do in Spanish.
• 5-year-old children reduce clusters3.8% of the time in Spanish7.3% of the time in English
• “Don’t” in English “Don”
• “School” “Eschool”
Spanish English
Clusters in Final Position
No Yes
S-cluster in Initial Position
No Yes
Bilingual Influence – Final Consonant Deletion
•As only /r, l, s, n, d/ exist in final position, other final consonants are deleted or substituted.
•Anecdotal:Voiced final consonants = substitution
▫ (e.g. Dog Dok)
Voiceless final consonants = deletion ▫(e.g CatCa)
Bilingual Influence – Substitutions
As a result of the differences between the consonant sounds of English and Spanish, some of the influenced errors we see are:
Stopping
• /ð/ d• /θ/ t
Fronting
• /v/ b*
Devoicing
• zs
(De)Affrication
• Jdj• Sh ch
Other Language Phonemes
/ɲ/ /ɽʱ/ /t ^h //ʋ/ /q/ /d̂ʱ/ /ɾ/ /pʰ/ /ʈʰ//x/ /bʰ/ /ɖʱ/ /kʰ/ /ɡʱ/ /tʃʰ/
/dʒʱ/ /ɣ/
/ð/ /ʒ//ŋ/ /θ/ /v/ /w/
HINDI ENGLISH
/b/ /d/ /ɡ/ /p/ /t/ /k//m/ /n/
/s/ /z/ /h//r/ /ʃ/
/tʃ/ /dʒ/ /j/ /l/ /f/
Hindi Consonants
Hindi Vowels
Vowel Inventory
/ɑ/ /æ/ /ɔ/ /ʊ//u/ /ʌ/
/ɛ/ /ɪ/ /i//e/ /i/ /o/
/u/
HINDI ENGLISH
Speech Summary
So what do we know?
• Building blocks are the same for both monolinguals and bilinguals, and across languages
• General guidelines for intelligibility are the same
• Expect some cross-linguistic influence in speech production where the two languages differ
• Use therapy materials that provide speech sounds that are appropriate for the child’s age and language
Case Study• .
A
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