Upload
others
View
3
Download
0
Embed Size (px)
Citation preview
5/16/2013
1
Understanding the influence of two sound systems on speech development
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
Difference vs. Disorder
NORMAL
DEVELOPMENTAL
ERRORS
SECOND-
LANGUAGE
INFLUENCE
ATYPICAL
ERRORS
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
5/16/2013
2
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
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
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
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
5/16/2013
3
Video
• 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
Video Review
• 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
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
Video
• 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
5/16/2013
4
Video Review
• 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
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
Video
• 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
Video Review
• 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
5/16/2013
5
• Speech and language development from:
▫ 0-36 months
▫ 36 months forward
• With:
▫ Spanish
▫ English
▫ Crosslinguistic Influence
Similarities
Differences
+ = Positive transfer
+ = Negative transfer
• 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*
• 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
5/16/2013
6
• 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
The differences and shared characteristics of two sound systems
/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
5/16/2013
7
• 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 Γ (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
5/16/2013
8
Spanish consonant acquisition -
Goldstein
Consonant Difference
Activity
BATH
Consonant Difference
Activity
BATH BAT
THREE
Consonant Difference Activity
5/16/2013
9
THREE TREE
Consonant Difference Activity
SHOE
Consonant Difference Activity
SHOE CHEW
Consonant Difference Activity
VASE
Consonant Difference Activity
5/16/2013
10
VASE BASE
Consonant Difference Activity
/æ/ /ɔ/ /ʊ/
/u/ /ʌ/ /ɛ/
/ɪ/ /ə/
/ɑ//e/
/i//o//u/
SPANISH ENGLISH
SpanishSpanish
• 13-14 vowel sounds in English (depending on dialect and detail)
• 5 vowels in Spanish (a e i o u)
5/16/2013
11
Vowel Difference
Activity
HAT
Vowel Difference
Activity
HAT HOT
GET GATE
Vowel Difference
Activity
GET GATE
Vowel Difference
Activity
5/16/2013
12
HIT
Vowel Difference
Activity
HIT HEAT
Vowel Difference
Activity
FUN
Vowel Difference
Activity
FUN PHONE
Vowel Difference
Activity
5/16/2013
13
LOOK
Vowel Difference
Activity
LOOK LUKE
Vowel Difference
Activity
When the rules of two sound systems overlap or are mutually exclusive
Cluster reductionStopping
Fronting
AssimilationGliding
Final consonant deletionDeaffrication
Tap/Trill
Deviation Vocalization
SPANISH ENGLISH
5/16/2013
14
Phonological Processes: Norms
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 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
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 Cat�Ca)
5/16/2013
15
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
• z�s
(De)Affrication
• J��dj• Sh� ch
/ɲ/ /ɽʱ/ /t̪ʰ/
/ʋ/ /q/ /d ̪ʱ/
/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/
/ɑ/ /æ/ /ɔ/ /ʊ/
/u/ /ʌ/ /ɛ/ /ɪ/ /i//e/ /i/ /o/
/u/
HINDI ENGLISH
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