Difference vs. Disorder: Speech Development in Culturally and Linguistically Diverse Populations

Understanding the influence of two sound systems on speech development

2011

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

Learner Objectives

•Participants will:▫Understand typical speech development for

bilinguals▫Identify typical speech processes of bilinguals▫List similarities in typical monolingual and

bilingual speech development.▫Identify speech intervention goals for bilingual

children.

Typical Development in BilingualsSpeechThe influence of a second language on the acquisitions of sounds

Difference vs. Disorder

NORMALDEVELOPMENTAL

ERRORS

SECOND-LANGUAGE INFLUENCE

ATYPICAL ERRORS

Speech Outcomes

• Qualifies

• DNQ

• DNQ• DNQ

Errors are

typical for age

Errors are due

to second languag

eErrors

are atypical for age

and languag

e

No errors

present

Let’s take a walk

•Speech and language development from:▫0-36 months▫36 months forward

•With:▫Spanish▫English▫Crosslinguistic

Influence

Typical Development in BilingualsLanguage

Similarities

Differences

+ = Positive transfer

+ = Negative transfer

Building blocks for speech

•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*

Speech Intelligibility

•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

Red Flags For Speech Impairment in Bilinguals

• 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

Bilingualism & ArticulationThe differences and shared characteristics of two sound systems

Spanish & English Phonemes

/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

English & Spanish Consonants

•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

English consonants mastered in words across time

English consonants mastered in words across time

English consonants –GFTA 2

Spanish consonants mastered in words across time

Spanish consonant acquisition -Goldstein

Vowel Inventory

/æ/ /ɔ/ /ʊ//u/ /ʌ/ /ɛ/

/ɪ/ /ə/

/ɑ//e//i//o//u/

SPANISH ENGLISH

English and Spanish Vowels

•13-14 vowel sounds in English (depending on dialect and detail)

•5 vowels in Spanish (a e i o u)

SpanishSpanish

Vowel ChartEnglish and Spanish

Bilingualism & PhonologyWhen the rules of two sound systems overlap or are mutually exclusive

Phonological Processes

Cluster reductionStoppingFronting

AssimilationGliding

Final consonant deletionDeaffrication

Tap/Trill Deviation Vocalization

SPANISH ENGLISH

Phonological Processes: Norms

Syllable Structure

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 clusters3.8% of the time in Spanish7.3% 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 CatCa)

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

Other Language Phonemes

/ɲ/ /ɽʱ/ /t ^h //ʋ/ /q/ /d̂ʱ/ /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/

Hindi Consonants

Hindi Vowels

Vowel Inventory

/ɑ/ /æ/ /ɔ/ /ʊ//u/ /ʌ/

/ɛ/ /ɪ/ /i//e/ /i/ /o/

/u/

HINDI ENGLISH

Speech Summary

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

Case Study• .

A

Visit us at bilinguistics.com

For more great resources visit our resource library at SpeechPathologyCEUs.net

Thank you!