Improve articulation therapy with English-language learners by identifying appropriate targets. Easily use common tools such as Venn Diagrams and the Goldman-Fristoe Test of Articulation to differentiate between true sound errors and second-language influences. In this presentation we will explore 12 languages including Spanish, Mandarin-Chinese and Vietnamese.

1. Identify Appropriate Articulation
Targets for Second Language Learners
Ellen Kester
Scott Prath
March 20, 2015
Texas Speech-Language Hearing Association Convention
San Antonio, Texas

2. Disclosure:
Financial — Ellen Kester
is the owner of
Bilinguistics. Ellen Kester
and Scott Prath are
salaried by Bilinguistics,
Inc. Bilinguistics receives
royalties for products
mentioned in this
presentation.
Nonfinancial — None
Disclosure Statement:
Additionally,
This presentation should not be viewed while
operating heavy machinery.

3. One in five school children speak a language other than English at home.

6. Do you need Continuing Education or want
to listen to this course live?
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the online courses.

7. 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

8. Disproportionality
ELLs

9. This is hard!

10. Click for
Audio-over-
Powerpoint
Presentation

11. But there is so much that you
already know!

14. The Language Interaction
Framework

15. Difference or Disorder?
NORMAL
DEVELOPMENTAL
ERRORS
NATIVE-
LANGUAGE
INFLUENCE
ATYPICAL
ERRORS

16. Positive Transfer - Speech
• [m] exists in English and Spanish
• [d] exists and can occur in final position in
English and Spanish
• 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

18. Bilingual Speech Evaluation

19. Developmental Norms
1

20. Identify if sounds
are age appropriate
• Sounds in English
ordered by age.

21. Identify if sounds
are age appropriate
• Sounds in English
ordered by age.

22. Identify if sounds
are age appropriate
• Sounds ordered by age
Click here to download this chart as a pdf.

23. Phonotactic Constraints
Syllables
Consonant
Clusters in
Word Final
Position
2

24. Shared vs. Unshared sounds
3

25. All of the documents and charts in this presentation
can be downloaded from our Free Resource Library.
Click here to visit the Resource Library

26. /ɲ/
/ɾ/
/R/
/x/
/ð/ /dʒ/
/h/ /ŋ/
/θ/
/ɹ/ /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

27. Spanish consonants mastered in words
across time

28. • 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
Spanish Phonotactics

29. Spanish Consonant Difference Activity
BATH BAT

30. THREE TREE
Spanish Consonant Difference Activity

31. VASE BASE
Spanish Consonant Difference Activity

32. /b/
/d/
/g/
/p/
/t/
/θ//r/ /ʃ/
/dʒ /

33. /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/

34. /b/
/d/
/g/
/p/
/t/
/θ//r/ /ʃ/
/dʒ /

35. /th / /ʈ/
/c/ /ɲ/
/ɣ/ /x/
/ʐ/ /ɽ/
/r//ʔ/
/ð/ /dʒ/
/θ/ /ʃ/
/v/
/ʒ/ /ɹ/
VIETNAMESE ENGLISH
/p/ /b/
/t/* /d/ /k/
/ɡ/ /m/ /n/
/j/ /w/ /f/
/s/ /z/
/h/ /tʃ/
/l/ /ŋ/

36. 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. Vietnamese Consonant
Difference Activity
BATH BAT

38. THREE
Vietnamese Consonant
Difference Activity
TEE

39. Case Study
• Application: The Goldman Fristoe
Test of Articulation (GFTA)
• Using clinical judgment to analyze errors
due to cross-linguistic influence

40. Get Testing Data
• Parent Interview
– Do you have
difficulty
understanding your
child?
– What language do
you speak with your
child.

41. Find Information on the
Second Language
• “difference between ___________ and English
Language”

43. • Get Results
• Fill this in with
Spanish

44. • Identify errors
that may have
second language
influence

45. • Identify errors
that are not
related to second
language
influence

46. • Write goals
around these
errors

47. Choose goals that are aligned to the
child’s language
Spanish example:
What we would not
target
• th
• dge
• Initial /s/ Clusters
• Most final consonants
www.bilinguistics.com/speech-therapy-goals

48. Case Study
• 11 y.o. male
• Articulation Disorder
• Therapy provided in English
• Bilingual home environment
• English educational placement
• Concerns:
“Progressing slowly despite having been in
speech therapy since Kindergarten.”

49. Action Steps
• Re-assessed sounds based on whether they
existed in:
• English, Spanish or Both
• Targeted sounds that were in both until 100%
mastery
• Targeted remaining sounds that were in
English that we not mastered:
• /r/
• /s/
• /l/

50. Case Study
BRITISH ENGLISH /HEARING IMPAIRMENT
• Mild to moderate hearing impairment
• 50% Intelligible
• 1st Percentile with standardized speech testing
• 69% intelligible during 100 word sample
• Family from England and has been living in the
United States for two years

51. Questions:
• How do we figure out what is causing the low intelligibility?
Is it a true speech impairment, resulting from the hearing
impairment, or influence from British English?
• Can the norms from the standardized test be used because
he speaks “English?”
• If he qualifies, how do we determine appropriate goals?
• Additional information you might want?
Case Study
BRITISH ENGLISH /HEARING IMPAIRMENT

52. • Outcome
– Parents more thoroughly interviewed. This was a
dialectical difference in the area they came from
– SLP researched (“googled”) specific dialect to
identify attributes
– Speech errors were put up against
• Typical errors with hearing impairment
• Age-appropriate errors in SA English
• Dialectal differences of “Brummie English”
– Results follow
Case Study
BRITISH ENGLISH /HEARING IMPAIRMENT

53. Initial Medial Final Initial Medial Final Initial Medial Final
p t
k omit
l
n omit
b d
g omit
r
w w omit
m k
t glottal
stop s
st
n
"ng"
g
omit
z
s
η
omit
f
v
∫
w v t∫
∫ ∫ ∫
h θ
De-
aspirated
De-
aspirated
De-
aspirated
dz
j (y)
n voiced
"th"
v
Case Study
BRITISH ENGLISH /HEARING IMPAIRMENT

54. /ɲ/
/ɾ/
/R/
/x/
/ð/ /dʒ/
/h/ /ŋ/
/θ/
/ɹ/ /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

55. Click to visit www.bilinguistics.com

56. Difference or Disorder?
Understanding Speech and Language
Patterns in Culturally and Linguistically
Diverse Students
Rapidly identify speech-language
patterns related to second language
acquisition to
distinguish difference from disorder.