This presentation explains typical speech, articulation and phonological development. It compares and contrasts speech development between English and Spanish, as well as other languages.
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Difference vs. Disorder: Speech Development in Culturally and Linguistically Diverse Populations
1.
2. Disclosure Statement:
Financial —
Ellen Kester is the founder and owner of
Bilinguistics. Ellen Kester and Scott Prath
receive salaries from Bilinguistics.
Bilinguistics receives royalties from product
sales.
Nonfinancial — None
3. 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
5. Speech Outcomes
• Qualifies• DNQ
• DNQ• DNQ
Errors
are
typical
for age
Errors
are due
to
second
language
Errors
are
atypical
for age
and
language
No
errors
present
12. • 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
Click here to download this chart as a pdf.
13. • 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
Click here to download this chart as a pdf.
17. • 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
36. 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
37. 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
clusters
3.8% of the time in Spanish
7.3% 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
38. 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)
39. 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
42. 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