Phonological Development in Spanish-English Bilingual Children
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Find out how the phonology sounds system develops in bilingual children based on the results of our study of 198 children. At the end we share downloadable phonology developmental charts and other great resources.
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Phonological Development in Spanish-English Bilingual Children
- 2. Disclosure Statement Nonfinancial — None Financial — Ellen Kester is the founder and owner of Bilinguistics. Ellen Kester and Scott Prath receive salaries from Bilinguistics. Bilinguistics receives royalties from products that are mentioned in this presentation. 4
- 13. Bilinguistics 2015 15 2008 Gildersleeve‐ Neumann, Kester, Davis & Peña 2010 Fabiano‐ Smith & Goldstein 1996 Dodd, So & Li 2001 Goldstein & Washington 2005 Goldstein, Fabiano & Washington 2011 Goldstein & Bunta 2014 Prezas, Hodson & Aikins 2014 Taveras, Namazi, Pazuelo & Casado 2004 Goldstein, Fabiano & Iglesias 2004 Arnold, Curran, Miccio, & Hammer 2008 Grech & Dodd Studies of Phonological Skills in Bilingual Children 2014 Dubasik & Ingram
- 14. Dodd, So, Li, 1996 • Cantonese‐English bilinguals compared retrospectively to monolingual peers – Bilinguals lagged behind monolingual peers Bilinguistics 2015 16 Symptoms of disorder without impairment: The written and spoken errors of bilinguals
- 15. An initial investigation of phonological patterns in typically developing 4-year-old Spanish-English bilingual children • 4‐y.o. bilinguals with TD compared to monolingual peers in both languages – Bilinguals were less accurate than monolinguals in Spanish on three sound classes 4‐year‐old bilinguals did not differ from English monolingual peers in consonant accuracy or phonological processes. Bilinguistics 2015 17 Goldstein & Washington, 2001
- 16. Spontaneous and imitated productions in Spanish‐ Speaking Children with Phonological Disorders • Evaluated 12 Spanish‐speaking children with phonological disorders to analyze spontaneous versus elicited responses. – Found that imitated responses can be incorporated in diagnostic analyses Bilinguistics 2015 18 Goldstein, Fabiano & Iglesias, 2004
- 17. Sequential and simultaneous acquisition of Spanish and English consonants • Simultaneous and sequential bilingual 3‐4‐ year olds had patterns of sound acquisition similar to monolingual peers Bilinguistics 2015 19 Arnold, Curran, Miccio, & Hammer, 2004
- 18. Goldstein, Fabiano, & Washington, 2005 • 5‐year‐old bilinguals did not differ from monolingual peers in English or Spanish in consonant accuracy or phonological processes Bilinguistics 2015 20 Phonological skills in predominantly English‐speaking, predominantly Spanish‐speaking, and Spanish‐English bilingual children
- 19. English speech sound development in preschool- aged children from bilingual Spanish-English environments • Bilinguals with TD compared to English monolingual peers 3 year olds – Lower intelligibility – Higher percentage of Phonological Processes – More uncommon patterns Bilinguistics 2015 21 Gildersleeve‐Neumann, Kester, Davis & Peña, 2008
- 20. Phonological acquisition in Malta: A bilingual language learning context • Bilingual Maltese‐English children ages 2‐6 demonstrated more advanced phonological skills than than monolingual Maltese children. Bilinguistics 2015 22 Grech & Dodd, 2008
- 21. Phonological Acquisition in Bilingual Spanish-English Speaking Children • Bilingual English‐Spanish 3‐year‐olds produced lower consonant accuracy than monolingual Spanish speakers • Bilingual 3 year olds with TD no different than monolingual English speakers on overall consonant accuracy Bilinguistics 2015 23 Fabiano‐Smith & Goldstein, 2010
- 22. Positive and negative transfer in the phonological systems of bilingual speakers • Explored positive and negative transfer in the phonological systems of 5‐6‐year‐old bilinguals – Bilinguals did not differ from monolingual Spanish speaking peers – Bilinguals displayed lower frequency of occurrence of WSD, Spirantization, & Fronting than monolingual English speaking peers Bilinguistics 2015 24 Goldstein & Bunta, 2011
- 23. Phonological Patterns in Dominican Spanish‐English Bilingual Preschoolers: Implications for Assessment • Explored phonological patterns ten 3‐4‐year‐ old bilingual children with TD who speak Dominican dialect – Found many Spanish‐influenced processes in English Bilinguistics 2015 25 Taveras, Namazi, Pazuelo & Casado, 2013
- 24. Phonological Assessment and Analysis of Bilingual Preschoolers’ Spanish and English Word Productions • Studied 56 4‐ and 5‐year‐old bilingual children and found – No differences between boys and girls – Differences between 4‐year‐olds and 5‐year‐olds Bilinguistics 2015 26 Presas, Hodson & Aikins, 2008
- 25. Dubasik & Ingram, 2014 • Examined three pairs of children with TD and phonological delay at two points in time. – Found there is variation among children. – Children with phonological delay were less accurate than their peers with TD at Time 1 and Time 2. Bilinguistics 2015 27
- 30. • Possibility of a Test Mode Effect • No significant differences in performance found for children ages 7‐8 between computer‐based testing (CBT) and paper‐ based testing (PBT) (Sim & Horton, 2005) Children also showed a preference for computer‐ based assessments
- 31. The Tool: Bilingual Articulation & Phonology Assessment • Spanish – 49 words – 109 phoneme & consonant cluster opportunities – Evaluates each phoneme in each position at least 2 times – Multisyllabic words • English – 58 words – 150 opportunities to produce phonemes & consonant clusters – Evaluates each phoneme in each position at least 2 times – Multisyllabic words Bilinguistics 2015 33
- 33. • Minimum of 2 targets of each frequently‐ occurring sound in all positions • Phonemes assessed in all positions – Initial, medial, final – Consonant clusters (blends) as well as consonant sequences Spanish: /n/ nariz chancla conejo llorando pan
- 34. • In English we distinguished between medial (intervocalic) consonants and medial consonants within a consonant sequence English: /n/ neck blanket dinosaur plant Kitchen
- 37. An iPad Speech Assessment for English and Spanish Speakers Click here to see more about the BAPA
- 38. Procedures • 5 administrators – Bilingual – Have their CCCs – 5 or more years experience • Fill out name age, and dialect influence
- 39. • Results immediately tabulated • Report generated • Organized by: – Position – Manner – Voicing – Words – Place – Error Type – Notes
- 40. Phonological Processes Explored • Flap/Trill Deviation • Cluster Reduction • Unstressed Syllable Deletion • Gliding • Cons. Sequence Reduction • Stopping • Backing • Initial Consonant Deletion • Assimilation • Deaffrication • Velar Fronting • Voicing • Fricativization • Affrication • Lateralization • Liquid Simplification • Medial Consonant Deletion • Labialization • Devoicing • Palatal Fronting • Depalatalization • Denasalization • Epenthesis • Fricative Simplification • Vocalization • Final Consonant Deletion Bilinguistics 2015 42
- 42. Results ‐ Spanish Bilinguistics 2015 44 0 0.2 0.4 0.6 0.8 1 1.2 1.4 Flap/Trill Deviation Cluster Red/Del Unstressed Syl Del Gliding Cons. Seq. Red. Stopping Devoicing Deaffrication Final Cons. Del. Average Frequency of Occurrence on BAPA Bilingual Children's Use of Phonological Processes in Spanish ‐ All Participants
- 43. Results ‐ Spanish Bilinguistics 2015 45 0 0.2 0.4 0.6 0.8 1 1.2 1.4 Flap/Trill Deviation Cluster Red/Del Unstressed Syl Del Gliding Cons. Seq. Red. Stopping Devoicing Deaffrication Final Cons. Del. Average Frequency of Occurrence on BAPA Bilingual Children's Use of Phonological Processes in Spanish ‐ All Participants “nadiz”/nariz (nose) “dagón”/dragón (dragon); “loques”/bloques (blocks) “cabaza”/calabaza (pumpkin) “payed”/pared (wall); “peyota”/pelota (ball) “llorano”/llorando (crying) “tofá”/sofá (sofa)
- 44. Results ‐ English Bilinguistics 2015 46 0 0.2 0.4 0.6 0.8 1 1.2 1.4 CCRed/Del Unstressed Syl. Del Gliding Cons. Seq. Red Stopping Devoicing Deaffrication FCD Fricative Simplification Vocalization Average Frequency of Occurrence on BAPA Bilingual Children's Use of Phonological Processes in English ‐ All Participants
- 45. Results ‐ English Bilinguistics 2015 47 0 0.2 0.4 0.6 0.8 1 1.2 1.4 CCRed/Del Unstressed Syl. Del Gliding Cons. Seq. Red Stopping Devoicing Deaffrication FCD Fricative Simplification Vocalization Average Frequency of Occurrence on BAPA Bilingual Children's Use of Phonological Processes in English ‐ All Participants “pider”/spider; “seeping”/sleeping “macawoni”/macaroni “shobel”/shovel; “cadit”/carrot “pik”/pig; “caches”/cages “mouf”/mouth; “teef” or “tees”/teeth “feathuh”/feather
- 46. Results – English (adjusted) Bilinguistics 2015 48 0 0.2 0.4 0.6 0.8 1 1.2 1.4 CCRed/Del Unstressed Syl. Del Gliding Cons. Seq. Red Stopping Devoicing Deaffrication FCD Fricative Simplification Vocalization Average Frequency of Occurrence on BAPA Bilingual Children's Use of Phonological Processes in English Adjusted for Spanish‐Influenced Processes ‐ All Participants
- 47. 0 0.5 1 1.5 2 2.5 3 3.5 3‐year‐olds 4‐year‐olds 5‐year‐olds 6‐year‐olds 7‐year‐olds 8‐year‐olds Avg. Freq. of Use on BAPA Substitution Processes ‐ Spanish Gliding Stopping Fricative Simpl. Devoicing Flap/Trill Deviation Deaffrication Bilinguistics 2015 49
- 48. 0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8 2 3‐year‐olds 4‐year‐olds 5‐year‐olds 6‐year‐olds 7‐year‐olds 8‐year‐olds Avg. Freq. of Use on BAPA Syllable Structure Processes ‐ Spanish Final Cons. Del. Cluster Red/Del Cons. Seq. Red Unstressed Syl Del Bilinguistics 2015 50
- 49. 0 0.5 1 1.5 2 2.5 3 3.5 4 3‐year‐olds 4‐year‐olds 5‐year‐olds 6‐year‐olds 7‐year‐olds 8‐year‐olds Avg. Freq. of Use on BAPA Substitution Processes ‐ English Gliding Stopping Fricative Simplif. Devoicing Vocalization Deaffrication Bilinguistics 2015 51
- 50. 0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8 2 3‐year‐olds 4‐year‐olds 5‐year‐olds 6‐year‐olds 7‐year‐olds 8‐year‐olds Avg. Freq. of Use on BAPA Syllable Structure Processes ‐ English CCRed/Del Unstressed Syl. Del. Cons. Seq. Red FCD Bilinguistics 2015 52
- 51. Bilinguistics 2015 53 0 0.5 1 1.5 2 2.5 3‐year‐olds 4‐year‐olds 5‐year‐olds 6‐year‐olds 7‐year‐olds 8‐year‐olds Avg. Freq. of Use on BAPA Substitution Processes ‐ Eng Adjusted Gliding Stopping Fricative Simplif. Devoicing Vocalization Deaffrication
- 52. Bilinguistics 2015 54 0 0.2 0.4 0.6 0.8 1 1.2 1.4 1.6 1.8 2 3‐year‐olds 4‐year‐olds 5‐year‐olds 6‐year‐olds 7‐year‐olds 8‐year‐olds Avg. Freq. of use on BAPA Syllable Structure Processes English ‐ Adjusted CCRed/Del Unstressed Syl. Del. Cons. Seq. Red FCD
- 54. Bilingual children in this study: • Demonstrate a decreasing use of phonological processes over time. By age 8 processes are suppressed • Use more processes and a higher frequency of processes in English than in Spanish • Greater influence of Spanish on English productions than the reverse Bilinguistics 2015 56
- 56. Unified Competition Model • Positive transfer – Occurs when forms/structures are consistent across two languages. • Negative Transfer – Occurs when forms/structures are not consistent across two languages. Bilinguistics 2015 58