Slideshare are these errors due to language influence
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Taking into account speech, language, and culture, we aim to provide educators with a solid framework and information about many languages to support their understanding of speech and language development in English Language Learners. We explore Spanish, Russian, Vietnamese, and other languages to help SLPs support English Language Learners. Both linguistic and cultural knowledge are critical when working with families and children from different language backgrounds (Goldstein, 2012). Our goal in exploring the most commonly spoken languages in the United States is to enhance our understanding of patterns common to English language learners with different native languages. Our framework for analyzing errors provides parents, teachers, and other educators with the process they need to determine whether language production errors are indicative of language impairment or are the result of the normal process of language acquisition with more than one language. It is a very simple framework—if sounds/structures exist in both languages, they should not be affected in second language production. If sounds/structures do not exist in both languages, we expect transfer of skills or features from one language to another.
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Slideshare are these errors due to language influence
- 5. SLP Self‐report of level of qualification serving multicultural population 0 5 10 15 20 25 30 35 40 45 50 Not at all qualified Under qualified Neutral Somewhat qualified Very Qualified 2010 ASHA Schools Survey 2012 ASHA Schools Survey
- 16. Positive Transfer ‐ Speech • [d] exists in English, Spanish, and Vietnamese • [t] exists and can occur in final position in English, Spanish, and Vietnamese, • If a child can produce it in L1, that skill transfers well to English production
- 17. Negative Transfer ‐ Speech In the L2 acquisition process children often use the closest sound/combination in their repertoire. – Voiceless [th] exists in English but not Vietnamese or Spanish – Consonant cluster cannot occur in word final position in Spanish and do not exist in Vietnamese
- 20. /ɲ/ /ɾ/ /R/ /x/ /ð/ /dʒ/ /h/ /ŋ/ /θ/ /r/ /ʃ/ /v/ /z/ /ʒ/ SPANISH ENGLISH /b/ /d/ /ɡ/ /p/ /t/ /k/ /m/ /n/ /s/ /tʃ/ /j/ /l/ /f/ /w/* /w/ is produced as a bilabial in English and as a labiovelar in Spanish Click here to download this chart as a pdf.
- 21. Spanish Phonotactics • S‐clusters are not allowed in word initial position • Clusters are not permitted in word final position • Few words end in consonants • Only [l, n, d, s, r] are allowed in word final position
- 23. /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/
- 27. THREE TREE Spanish Consonant Difference Activity
- 28. SHOE CHEW Spanish Consonant Difference Activity
- 29. VASE BASE Spanish Consonant Difference Activity
- 30. /th / /ʈ//c/ /ʔ/ /ɲ/ /ɣ/ /x/ /ɽ/ /ð/ /dʒ/ /ŋ/ /θ/ /ʃ/ /v/ /s/ /ʒ/ VIETNAMESE ENGLISH /p/ /b/ /t/ /d/ /k/ /ɡ/ /m/ /n/ /j/ /w/ /f/ /z/ /h/ /tʃ/ /l/ /r/
- 31. Vietnamese Phonotactics • In addition to consonant and vowel consonants, tones are also phonemic • Words are monosyllabic (except borrowed words). Thus, no medial consonants. • Final consonants can only be nasals or voiceless stops • There are no consonant clusters
- 37. SpanishSpanish
- 38. HAT HOT Spanish Vowel Difference Activity
- 39. GET GATE Spanish Vowel Difference Activity
- 40. HIT HEAT Spanish Vowel Difference Activity
- 41. LOOK LUKE Spanish Vowel Difference Activity
- 42. /ɯ/ /ɤ/ /ɤ̌/ /ɑ̆/ /ɔ̌/ /ʌ/ /ɪ/ /e/ /o/ VIETNAMESE ENGLISH /ɑ/ /æ/ /ɔ/ /ʊ/ /u/ /ɛ/ /i/
- 47. Mean Errors Per Grade Spanish 0 5 10 15 20 25 30 35 PK K 1st 2nd 3rd NumberofErrors SpnMorph SpnSemantic SpnSyntactic SpnTotal Mean Errors Per Grade English 0 5 10 15 20 25 30 35 PK K 1st 2nd 3rd NumberofErrors EngMorph EngSemantic EngSyntactic EngTotal Cross‐linguistic Errors in Children with Typical Development
- 48. Positive Transfer ‐ Language • SVO for English, Spanish, Vietnamese • Note that in Spanish, other word orders are permissible. • In English, adjectives precede nouns. • Prepositional phrases are similar in Vietnamese and English.
- 49. Negative Transfer ‐ Language In the acquisition process, ELLs will often use the structure from their first language. • Adjective‐noun order • Prepositions • Copula • Articles • Plurality • Verb differences
- 50. English Spanish Vietnamese Adjective‐noun order Adjective‐Noun Noun‐Adjective Noun‐Adjective Copula Used with nouns and adjectives Used with nouns and adjectives Used with nouns, not adjectives Plurality Add –s to mark plurals, some irregulars Add –s when word ends in vowel, ‐es when ending in consonants, no irregulars Marked by adding the concept of “more than one” before the noun Verbs 2 forms of verb person, many tenses 5‐6 forms of verb person, many tenses One form of verb person, 4 tenses
- 51. Spanish Language Transfer Activity • Adjective‐Noun Order • Copula • Plurals • Verbs
- 56. Vietnamese Language Transfer Activity • Adjective‐Noun Order • Copula • Plurals • Verbs
- 63. Get Testing Data • Parent Interview – Do you have difficulty understanding your child? – What language do you speak with your child.
- 67. • Give the GFTA
- 70. 2 Spanish‐English Students • STUDENT 1 – 1st Grade, English classroom – Below grade level in Kindergarten – Wears glasses – Reading is below grade level – Difficulty answering questions – Easily distracted • STUDENT 2 – 1st Grade, English classroom • Repeating 1st grade • Struggling academically (especially math and reading) • Does not talk – often in class • Talks at recess • Bilingual home
- 71. IM English ER • The kid (is) buy a frog and the dog see the frog. • Now the frog and the boy fell asleep, was sleepy. • And the frog go away. [verb error] • (And the) and the kid and the dog gray up. • And the old one wasn’t there. • And the frog is no more allí, not there. • (And the, and the) and the kid [said], “Where are you, frog? • Koook! • (And the) and the dog pull a bucket, house, dog. • And a dog fall in the window. • And the kid was bad for the dog. • And the kid say woooo. • And some bees come. • And the dog smell the bees. • (And the) and the kid say, “kooook.” • And there was the dog. • The, it it fell down of the (out) out of the tree. • The kid was looking for a tree. • The kid fell down. • And the flies was chasing the, the dog. • The kid was, was climbing a rock. • He got up on it. • He found, he found something. • What he found he got on it. [The log, he got on it: word order] • The dog was right in front of it. • The dog and the kid fell down and got wet. • They found a tree. • They were hided (in) in a tree. • The kid found the frog and the dog • The kid and the dog was looking at the frog. • He call to the, the frogs.
- 72. IM Spanish ER • Niño. • Sapo, dónde estás? • Y la perro llores. • En una arbole. • Yo (la) la perro corrió. • Y ahora la niña di, “ooooh ooooh.” • La niño se sentó. • Errrr, errrr. • Shhhhh. • Y la niño cae. • Y el perro también. • Y el niño y el perro buscarlos. • Allí está sapos. Ya • El está mirando a la, a la rana. • El perro también. • La rana se fue y se fue. • El niño fue a dormir. • Él se dio cuenta que no era la rana. • El perro estaba en la, adentro de la jarra, donde estaba la rana. • El niño está gritando que venga la rana. • Pero el perro se cayó. • Y el niño se fue afuera para agarrar al perro. • Allí está buscando el niño a la rana que no encontró. • Aquí está el niño, digo, adentro de un hoyo y el perro estaba ladrando las moscas. • Y que el niño se levantó del hoyo. • Y la casa donde viven las moscas, se cayó del arbol. • El niño estaba buscando la rana en un arbol. • El niño se cayó.
- 73. • Difficulty learning both languages, even with adult assistance • Difficulty producing sounds in both languages • Family history of language/learning disabilities • Slower development than siblings • Difficulty interacting with peers • Inappropriate pragmatic/social language skills (i.e., turn‐ taking, topic maintenance, considering listener needs, non‐verbal communication) • Difficulty with language in many routines • Idiosyncratic error patterns • Speech and language performance unlike others with similar cultural/linguistic experiences Click here to download this chart as a pdf.
- 74. It is hard!