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

1999 ◽  
Vol 20 (3) ◽  
pp. 349-376 ◽  
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.

scholarly journals Asymmetries in phonological development: the case of word-final cluster acquisition in Welsh–English bilingual children

2014 ◽  
Vol 42 (1) ◽  
pp. 146-179 ◽  
Author(s):  
ROBERT MAYR ◽  
GWENNAN HOWELLS ◽  
RHONWEN LEWIS
Keyword(s):  
Naming Task ◽  
Bilingual Children ◽  
Phonological Development ◽  
Facilitative Effect ◽  
Phonological Acquisition ◽  
Systematic Account ◽  
English Bilingual ◽  
Final Cluster ◽  
English Dominant ◽  
Direct Reflection

ABSTRACTThis study provides the first systematic account of word-final cluster acquisition in bilingual children. To this end, forty Welsh–English bilingual children differing in language dominance and age (2;6 to 5;0) participated in a picture-naming task in English and Welsh. The results revealed significant age and dominance effects on cluster acquisition, with greater overall accuracy on the English clusters. Interestingly, although the Welsh-dominant children outperformed the English-dominant ones on the Welsh clusters, they did not exhibit a concomitant lag on the English clusters. It is argued that this asymmetry is a direct reflection of the sociolinguistic situation in Wales with English as the majority language and Welsh the minority language. The study also revealed accelerated rates of acquisition for English clusters compared with age-matched monolinguals reported elsewhere (Templin, 1957), thereby supporting claims that bilingual contexts may have a facilitative effect on phonological acquisition (Goldstein & Bunta, 2012; Grech & Dodd, 2008).

English Past Tense Use in Bilingual Children With Language Impairment

2005 ◽  
Vol 14 (4) ◽  
pp. 313-323 ◽  
Author(s):  
Peggy F. Jacobson ◽  
Richard G. Schwartz
Keyword(s):  
Language Impairment ◽  
Bilingual Children ◽  
Past Tense ◽  
Typically Developing ◽  
Language Differences ◽  
Error Patterns ◽  
History Of ◽  
English Speaking ◽  
Irregular Verbs ◽  
Verb Categories

Grammatical measures that distinguish language differences from language disorders in bilingual children are scarce. This study examined English past tense morphology in sequential bilingual Spanish/English-speaking children, age 7;0–9;0 (years;months). Twelve bilingual children with language impairment (LI) or history of LI and 15 typically developing (TD) bilingual children participated. Thirty-six instances of the past tense including regular, irregular, and novel verbs were examined using an elicited production task. By examining English past tense morphology in sequential bilinguals, we uncovered similarities and differences in the error patterns of TD children and children with LI. The groups differed in the overall accuracy of past tense use according to verb type, as well as the characteristic error patterns. Children with LI performed lower than their TD peers on all verb categories, with an interaction between verb type and group. TD children were better at producing regular verbs and exhibited more productive errors (e.g., overregularization). Conversely, children with LI performed relatively better on irregular verbs and poorest on novel verbs, and they exhibited more nonproductive errors (e.g., bare stem verbs). The results have important clinical implications for the assessment of morphological productivity in Spanish-speaking children who are learning English sequentially.

scholarly journals The acquisition of lexical tones by Cantonese–English bilingual children

2018 ◽  
Vol 45 (6) ◽  
pp. 1357-1376 ◽  
Author(s):  
Peggy Pik Ki MOK ◽  
Albert LEE
Keyword(s):  
Stress Pattern ◽  
Bilingual Children ◽  
Phonological Development ◽  
Lexical Tones ◽  
English Bilingual ◽  
Pitch Pattern ◽  
Linguistic Transfer ◽  
Auditory Analysis ◽  
Early Interaction ◽  
Time Point

AbstractPrevious studies on bilingual children found intact tonal development at the initial stages of interaction between Cantonese and English in successive bilingual children, whereas children exposed to both languages from birth have not been studied in this regard. We examined the production of Cantonese tones by five simultaneous bilingual children longitudinally at 2;0 and 2;6, and compared them with age-matched monolingual children using auditory analysis. Our results showed that some bilingual children had a delay at 2;0, compared to their monolingual peers. Some bilingual children also exhibited a ‘high–low’ template in their production, resembling the pitch pattern of English trochaic words. These findings suggest a possible early interaction of the Cantonese and English prosodic systems in which bilingual children adopted the English stress pattern in Cantonese production. The time-point along the trajectory of phonological development is important in modulating whether cross-linguistic transfer can be observed.

Effect of speaker certainty on novel word learning in monolingual and bilingual children

2018 ◽  
Vol 22 (04) ◽  
pp. 883-895 ◽  
Author(s):  
MILIJANA BUAC ◽  
AURÉLIE TAUZIN-LARCHÉ ◽  
EMILY WEISBERG ◽  
MARGARITA KAUSHANSKAYA
Keyword(s):  
Word Learning ◽  
Learning Performance ◽  
Bilingual Children ◽  
Group Differences ◽  
Language Experience ◽  
English Bilingual ◽  
English Speaking ◽  
Novel Word Learning ◽  
Linguistic Backgrounds ◽  
Novel Words

In the present study, we examined the effect of speaker certainty on word-learning performance in English-speaking monolingual (MAge = 6.40) and Spanish–English bilingual (MAge = 6.58) children. No group differences were observed when children learned novel words from a certain speaker. However, bilingual children were more willing to learn novel words from an uncertain speaker than their monolingual peers. These findings indicate that language experience influences how children weigh cues to speaker credibility during learning and suggest that children with more diverse linguistic backgrounds (i.e., bilinguals) are less prone to prioritizing information based on speaker certainty.

scholarly journals Do Bilingual Children Have an Executive Function Advantage? Results From Inhibition, Shifting, and Updating Tasks

2018 ◽  
Vol 49 (3) ◽  
pp. 356-378 ◽  
Author(s):  
Genesis D. Arizmendi ◽  
Mary Alt ◽  
Shelley Gray ◽  
Tiffany P. Hogan ◽  
Samuel Green ◽  
...  
Keyword(s):  
Executive Function ◽  
Bayes Factor ◽  
Second Graders ◽  
Bilingual Children ◽  
Ongoing Debate ◽  
Bilingual Advantage ◽  
School Aged Children ◽  
English Bilingual ◽  
English Speaking ◽  
Potential Factors

Purpose The purpose of this study was to examine differences in performance between monolingual and Spanish–English bilingual second graders (aged 7–9 years old) on executive function tasks assessing inhibition, shifting, and updating to contribute more evidence to the ongoing debate about a potential bilingual executive function advantage. Method One hundred sixty-seven monolingual English-speaking children and 80 Spanish–English bilingual children were administered 7 tasks on a touchscreen computer in the context of a pirate game. Bayesian statistics were used to determine if there were differences between the monolingual and bilingual groups. Additional analyses involving covariates of maternal level of education and nonverbal intelligence, and matching on these same variables, were also completed. Results Scaled-information Bayes factor scores more strongly favored the null hypothesis that there were no differences between the bilingual and monolingual groups on any of the executive function tasks. For 2 of the tasks, we found an advantage in favor of the monolingual group. Conclusions If there is a bilingual advantage in school-aged children, it is not robust across circumstances. We discuss potential factors that might counteract an actual advantage, including task reliability and environmental influences.

scholarly journals Development of Spanish rhotics in Spanish–English bilingual children in the United States

2017 ◽  
Vol 45 (3) ◽  
pp. 788-806 ◽  
Author(s):  
Mandy R. MENKE
Keyword(s):  
United States ◽  
Age Groups ◽  
The United States ◽  
Bilingual Children ◽  
Phonological Development ◽  
Cross Sectional ◽  
English Bilingual ◽  
Age Appropriate ◽  
Target Production

AbstractRhotics, particularly the trill, are late acquired sounds in Spanish. Reports of Spanish–English bilingual preschoolers document age-appropriate articulations, but studies do not explore productions once exposure to English increases. This paper reports on the rhotic productions of a cross-sectional sample of 31 Spanish–English bilingual children, ages 6;8 to 13;5. Children produced taps with high rates of accuracy across age groups; the trill did not reach 80% target production until age 11;3, later than reported for monolingual speakers. Increased English exposure is explored as a contributing factor, arguing a need for continued study of bilingual phonological development beyond the preschool years.

Phonology and lexicon in a cross-linguistic perspective: the importance of phonetics – a commentary on Stoel-Gammon's ‘Relationships between lexical and phonological development in young children’*

2010 ◽  
Vol 38 (1) ◽  
pp. 61-68 ◽  
Author(s):  
DORTHE BLESES ◽  
HANS BASBØLL ◽  
JARRAD LUM ◽  
WERNER VACH
Keyword(s):  
American English ◽  
Vocabulary Development ◽  
Receptive Vocabulary ◽  
Phonological Development ◽  
Phonological Acquisition ◽  
Interesting Article ◽  
Vocabulary Skills ◽  
Linguistic Research ◽  
Communicative Development ◽  
The Difference

In her interesting article, Stoel-Gammon (this issue) reviews studies concerning the interactions between lexical and phonological development. While the focus of the review is on vocabulary production from children acquiring American English, she also suggests that cross-linguistic research be undertaken to examine how universal and language-specific properties affect the interaction between lexical and phonological acquisition. In this regard, Stoel-Gammon referred to the study of Bleses et al. (2008) who found differences in receptive vocabulary development across languages, based on norming studies for the Communicative Development Inventories (Fenson, Marchman, Thal, Dale, Reznick & Bates, 2007). Bleses et al. showed that Danish children were slower in the early comprehension of words (and phrases). It was hypothesized that the phonetic structure of Danish may account for the difference in receptive vocabulary skills in this population (Bleses & Basbøll, 2004).

scholarly journals Difficulties using standardized tests to identify the receptive expressive gap in bilingual children's vocabularies

2017 ◽  
Vol 21 (2) ◽  
pp. 328-339 ◽  
Author(s):  
TODD A. GIBSON ◽  
LINDA JARMULOWICZ ◽  
D. KIMBROUGH OLLER
Keyword(s):  
Standardized Tests ◽  
Picture Naming ◽  
English Language ◽  
Spanish Language ◽  
Bilingual Children ◽  
Old Spanish ◽  
English Bilingual ◽  
Language Tests ◽  
The Us ◽  
English Speaking

Receptive standardized vocabulary scores have been found to be much higher than expressive standardized vocabulary scores in children with Spanish as L1, learning L2 (English) in school (Gibson et al., 2012). Here we present evidence suggesting the receptive-expressive gap may be harder to evaluate than previously thought. We compared the performance of 116 six-year-old Spanish–English bilingual children in the US to 30 monolingual Spanish-speaking peers in Mexico across two Spanish-language standardized picture naming tests and one standardized picture pointing test. The performance of 134 monolingual English-speaking peers was compared using similar English-language tests. Results revealed the presence and magnitude of a receptive-expressive gap was largely dependent on the tests used. These discrepant results likely exist because widely-used standardized tests do not offer comparable normed scores. We review possible test norming practices that may have contributed to these results and suggest guidelines to determine a meaningful receptive-expressive gap for bilingual children.

Comparison of Spanish, English, and Bilingual Children’s Performance Across Semantic Tasks

2003 ◽  
Vol 34 (1) ◽  
pp. 5-16 ◽  
Author(s):  
Elizabeth Peña ◽  
Lisa M. Bedore ◽  
Christina Rappazzo
Keyword(s):  
Group Performance ◽  
Semantic Knowledge ◽  
Bilingual Children ◽  
Clinical Implications ◽  
Assessment Battery ◽  
Spanish Speaking ◽  
English Bilingual ◽  
English Speaking ◽  
Similarities And Differences ◽  
Insight Into

Purpose: This study investigated predominantly Spanish-speaking, predominantly English-speaking, and Spanish-English bilingual children’s performance on a battery of semantic tasks. Method: Six semantic tasks (associations, characteristic properties, categorization, functions, linguistic concepts, and similarities and differences) were developed in Spanish and English. The tasks contained comparable items but were not direct translations of each other. Each task consisted of expressive and receptive items. Predominantly Spanish-speaking children completed the tasks in Spanish, predominantly English-speaking children completed the tasks in English, and bilingual children completed the tasks in Spanish and English. Results: Children in all three groups achieved similar average levels of performance on the assessment battery. However, there were differences in the patterns of performance for English and Spanish, as well as group performance differences when compared in the same language. Clinical Implications: These findings highlight the importance of testing bilingual children in both of their languages and across a variety of semantic tasks in order to gain insight into bilingual children’s semantic knowledge.

The Process Density Index as a Measure of Phonological Development: Data From Dutch

2018 ◽  
Vol 40 (4) ◽  
pp. 220-227
Author(s):  
John van Borsel ◽  
Lien D’haeseleer
Keyword(s):  
Negative Relationship ◽  
Typically Developing ◽  
Phonological Development ◽  
Phonological Acquisition ◽  
Phonological Process ◽  
Density Index ◽  
Sibling Status ◽  
Development Data ◽  
History Of ◽  
Children Speech

The Process Density Index (PDI), originally developed by Edwards, is a potentially useful metric for assessing phonological development that is based on the average number of phonological process applications per word in a speech sample. The purpose of the present study was to gather PDI reference data for Dutch-speaking children. Speech samples were collected and the PDI values were determined in 120 Dutch-speaking children aged between 2;6 and 5;6 years of both genders. Boys showed a higher PDI than girls, and there was a strong negative relationship between age and PDI. The presence of a history of otitis media, socioeconomic status, and sibling status, however, were of no influence. The results confirm trends seen in previous studies on phonological development of typically developing children using other metrics. This suggests that the PDI is a valid measure to assess phonological acquisition.

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