difference vs. disorder: speech development in culturally and linguistically diverse populations
DESCRIPTION
This presentation explains typical speech, articulation and phonological development. It compares and contrasts speech development between English and Spanish, as well as other languages.TRANSCRIPT
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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