Bilingual phonological development across generations: Segmental accuracy and error patterns in second- and third-generation British Bengali children

A Prospective Longitudinal Study of Phonological Development in Late Talkers

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461(2003/012) ◽

2003 ◽

Vol 34 (2) ◽

pp. 138-153 ◽

Cited By ~ 32

Author(s):

A. Lynn Williams ◽

Mary Elbert

Keyword(s):

Late Onset ◽

Free Play ◽

Phonological Development ◽

Prospective Longitudinal Study ◽

Error Patterns ◽

Late Talkers ◽

Qualitative Variables ◽

The Individual ◽

Prospective Longitudinal

Purpose: This study involved prospective longitudinal data on 5 late talkers to provide information about the course of phonological development in order to identify possible predictors of delayed versus deviant development. Method: Five children (3 boys, 2 girls) were identified as late talkers and divided into a younger group and an older group. Each child was followed monthly for 10 to 12 months (22–33 months for the younger group and 30–42 months for the older group). Two types of monthly language samples (free play and elicited) were obtained to describe the individual courses of phonological development for each child. Independent and relational analyses were completed at each age to describe word-initial and word-final phonetic inventories, syllable structure, syllable diversity, percentage of consonants correct (PCC), sound variability, and error patterns. Results: The results indicated that 3 of the children resolved their late onset of speech by 33 to 35 months of age. In addition to quantitative factors, (e.g., limited phonetic inventory, lower PCC, and more sound errors), qualitative variables (e.g., atypical error patterns, greater sound variability, and slower rate of resolution) also were identified as potential markers of long-term phonological delay. Clinical Implications: This study provides information to clinicians so they can identify those children who are less likely to resolve their late onset of phonological development without direct intervention. Procedures are described for assessing early linguistic behaviors that incorporate independent and relational analyses on more extensive speech samples (elicited and free play). From these analyses, clinicians can examine quantitative and qualitative variables to differentiate phonological delay from deviance.

Download Full-text

On the interaction of deaffrication and consonant harmony

Journal of Child Language ◽

10.1017/s0305000909990572 ◽

2010 ◽

Vol 38 (2) ◽

pp. 380-403 ◽

Cited By ~ 1

Author(s):

DANIEL A. DINNSEN ◽

JUDITH A. GIERUT ◽

MICHELE L. MORRISETTE ◽

CHRISTOPHER R. GREEN ◽

ASHLEY W. FARRIS-TRIMBLE

Keyword(s):

Longitudinal Study ◽

Developmental Study ◽

Full Potential ◽

Error Pattern ◽

Specific Interactions ◽

Phonological Development ◽

Cross Sectional ◽

Error Patterns ◽

Consonant Harmony ◽

Interaction Types

ABSTRACTError patterns in children's phonological development are often described as simplifying processes that can interact with one another with different consequences. Some interactions limit the applicability of an error pattern, and others extend it to more words. Theories predict that error patterns interact to their full potential. While specific interactions have been documented for certain pairs of processes, no developmental study has shown that the range of typologically predicted interactions occurs for those processes. To determine whether this anomaly is an accidental gap or a systematic peculiarity of particular error patterns, two commonly occurring processes were considered, namely Deaffrication and Consonant Harmony. Results are reported from a cross-sectional and longitudinal study of twelve children (age 3 ; 0–5 ; 0) with functional phonological delays. Three interaction types were attested to varying degrees. The longitudinal results further instantiated the typology and revealed a characteristic trajectory of change. Implications of these findings are explored.

Download Full-text

A longitudinal study of the phonological development of two Cantonese–English bilingual children

Applied Psycholinguistics ◽

10.1017/s0142716499003021 ◽

1999 ◽

Vol 20 (3) ◽

pp. 349-376 ◽

Cited By ~ 51

Author(s):

ALISON HOLM ◽

BARBARA DODD

Keyword(s):

Bilingual Children ◽

Phonological Development ◽

Phonological Acquisition ◽

Process Data ◽

Phonological Process ◽

Error Patterns ◽

English Bilingual ◽

English Speaking ◽

The Difference ◽

Longitudinal Case Studies

Longitudinal case studies of the successive phonological acquisition of two Cantonese–English bilingual children, aged 2;3 to 3;1 years and 2;9 to 3;5 years, are presented. The children were assessed at 4-week intervals. The first assessment of their phonology occurred when they had been exposed to English for three months. Phoneme acquisition and phonological process data revealed that both children had separate phonological systems for the two languages. The two phonological systems for each child developed in similar ways to monolingual children acquiring Cantonese and English. However, a number of error patterns, indicative of disorder in monolingual children, were evident in the children's phonological systems in English and in Cantonese. These patterns have been documented as normal error patterns for successive bilingual Cantonese–English speaking children. The difference between normal successive bilingual phonological development and normal monolingual development is addressed.

Download Full-text

Structural Aspects of Phonological Development

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1901.05 ◽

1988 ◽

Vol 19 (1) ◽

pp. 5-16 ◽

Cited By ~ 5

Author(s):

Karen E. Pollock ◽

Richard G. Schwartz

Keyword(s):

Clinical Management ◽

Structural Complexity ◽

Strong Preference ◽

Phonological Development ◽

Structural Position ◽

Phonological Disorders ◽

Syllabic Structure ◽

The Relationship ◽

Structural Aspects ◽

Target Words

The relationship between syllabic structure and segmental development was examined longitudinally in a child with a severe phonological disorder. Six speech samples were collected over a 4-year period (3:5 to 7:3). Analyses revealed gradual increases in the complexity and diversity of the syllable structures produced, and positional preferences for sounds within these forms. With a strong preference for [d] and [n] at the beginning of syllables, other consonants appeared first at the end of syllables. Implications for clinical management of phonological disorders include the need to consider both structural position and structural complexity in assessing segmental skills and in choosing target words for intervention.

Download Full-text

Production of Subject-Verb Agreement in Spanish as a Second Language

Experimental Psychology (formerly Zeitschrift für Experimentelle Psychologie) ◽

10.1026//1617-3169.50.3.196 ◽

2003 ◽

Vol 50 (3) ◽

pp. 196-203 ◽

Cited By ~ 14

Author(s):

Janet Nicol ◽

Delia Greth

Keyword(s):

Second Language ◽

Spanish Speakers ◽

English Speakers ◽

Error Patterns ◽

Verb Agreement ◽

Different Types ◽

Semantic Variables ◽

Advanced Proficiency

Abstract. In this paper, we report the results of a study of English speakers who have learned Spanish as a second language. All were late learners who have achieved near- advanced proficiency in Spanish. The focus of the research is on the production of subject-verb agreement errors and the factors that influence the incidence of such errors. There is some evidence that English and Spanish subject-verb agreement differ in susceptibility to interference from different types of variables; specifically, it has been reported that Spanish speakers show a greater influence of semantic factors in their implementation of subject-verb agreement ( Vigliocco, Butterworth, & Garrett, 1996 ). In our study, all participants were tested in English (L1) and Spanish (L2). Results indicate nearly identical error patterns: these speakers show no greater influence of semantic variables in the computation of agreement when they are speaking Spanish than when they are speaking English.

Download Full-text