Phonological development in Spanish immersion

2020 ◽  
Author(s):  
Mandy R. Menke
Keyword(s):  
Native Speaker ◽  
Minority Language ◽  
Home Language ◽  
Phonological Development ◽  
Contributing Factors ◽  
Adolescent Identity ◽  
English Bilingual ◽  
Immersion Programs ◽  
Syntactic Development ◽  
Instructional Use

Abstract Studies of lexical and syntactic development in immersion programs are numerous, yet phonological development has received much less attention. This study compares the pronunciation of English home language students in one-way and two-way Spanish immersion programs across three sound classes: voiceless stops, rhotics, and vowels. Learner productions were analyzed acoustically and compared to those of Spanish-English bilingual peers. Findings suggest that the two-way immersion context may facilitate more nativelike articulation. Amount of exposure to native speaker input, emerging adolescent identity, and decreases in instructional use of the minority language are explored as contributing factors to the greater outcomes of two-way students.

Phonological development in two-way bilingual immersion

2017 ◽  
Vol 3 (1) ◽  
pp. 80-108 ◽  
Author(s):  
Mandy Renee Menke
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Second Language Learners ◽  
Native Speaker ◽  
Language Immersion ◽  
Phonological Development ◽  
Phonological Acquisition ◽  
Foreign Language Learners ◽  
Immersion Programs ◽  
Foreign Language Immersion

In spite of the well-documented advantage of an early age of acquisition, findings from one-way (foreign language) immersion programs suggest that this instructional context is insufficient for acquisition of nativelike articulations by child foreign language learners. It has been suggested that the lack of exposure to native speaking peers may contribute to reported non-native pronunciation. This study expands upon the previous research with child second language learners of Spanish, exploring how children, who learn academic content in Spanish, alongside native Spanish-speaking peers produce the Spanish vowels. Few differences are observed between the learner and peer native speaker groups, suggesting that the direct contact with native speakers of Spanish afforded by two-way bilingual immersion promotes phonological acquisition.

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.

Syntactic Development in the L1 of Spanish-English Bilingual Children

Hispania ◽  
2013 ◽  
Vol 96 (3) ◽  
pp. 542-561 ◽  
Author(s):  
Jennifer Austin ◽  
María Blume ◽  
Liliana Sánchez
Keyword(s):  
Bilingual Children ◽  
English Bilingual ◽  
Syntactic Development

Speech perception and vocabulary growth

2014 ◽  
Vol 38 (4) ◽  
pp. 323-332 ◽  
Author(s):  
Maarit Silvén ◽  
Marinus Voeten ◽  
Anna Kouvo ◽  
Maija Lundén
Keyword(s):  
Growth Rate ◽  
Speech Perception ◽  
Word Learning ◽  
Growth Modeling ◽  
Minority Language ◽  
Home Language ◽  
Speech Sounds ◽  
New Words ◽  
Vocabulary Growth

Growth modeling was applied to monolingual ( N = 26) and bilingual ( N = 28) word learning from 14 to 36 months. Level and growth rate of vocabulary were lower for Finnish-Russian bilinguals than for Finnish monolinguals. Processing of Finnish speech sounds at 7 but not at 11 months predicted level, but not growth rate of vocabulary in both Finnish and Russian; this relationship was the same for monolinguals and bilinguals. The bilinguals’ two vocabularies developed differently, showing no acceleration in Russian, the minority language. Even though the bilinguals progressed more slowly in each home language, they were learning at least as many new words as the monolinguals when Finnish and Russian vocabularies were counted together.

Immersion education: applicability for nonvernacular teaching to vernacular speakers

1981 ◽  
Vol 4 (1) ◽  
pp. 1-17
Author(s):  
Merrill Swain
Keyword(s):  
First Language ◽  
Minority Language ◽  
Second Languages ◽  
Background Structure ◽  
Language Groups ◽  
Immersion Education ◽  
Immersion Programs

The characteristics of “immersion” education as it is practised in Canadian contexts are described in this paper. Immersion programs are outlined in terms of their background, structure, methodology, and outcomes. It is suggested that to achieve the outcomes of immersion education found for majority language groups, some minority language groups may require a program in which initial education is in the first language, and which continues in both the first and second languages.

Referential choice in foreigner talk and in learners’ speech in Japanese

1998 ◽  
Vol 15 ◽  
pp. 57-76
Author(s):  
Satomi Kawaguchi
Keyword(s):  
Speech Production ◽  
Native Speakers ◽  
Native Speaker ◽  
Underlying Mechanism ◽  
Information Economy ◽  
Attention Focus ◽  
Syntactic Development ◽  
Underlying Mechanisms ◽  
Cognitive Orientations ◽  
Referential Choice

Abstract This study of referential choice by Japanese native speakers and learners of Japanese has revealed some significant features in three different types of speech: 1) NS (native speaker)-NS interaction; 2) FT (foreigner talk) and; 3) NNSs’ (non-native speakers’) speech production. The study revealed that both NS in FT and NNS simplified their referential choices. It demonstrates, moreover, that the development of referential choice by NNS correlates with their acquisition of syntax. This experiment was conducted to determine the underlying mechanism for referential choice. The results indicate that potential ambiguity and attention/focus shift affected the referential choices for both NS and NNS of Japanese. Excessive use of both full NPs and ellipsis were observed in NNS speech; by contrast only excessive use of full NPs was observed in FT. This may be explained in terms of the different underlying mechanisms for referential choice used by NS and NNS: different cognitive orientations in the use of two principles of speech production: 1) the clarity principle; and 2) the information economy principle (Williams 1988). Furthermore, the development of use of full NP and ellipsis by NNS varied according to their level of syntactic development.

The Early Development of a Bilingual Vocabulary

2010 ◽  
Vol 84-85 ◽  
pp. 83-92
Author(s):  
Jelske Dijkstra ◽  
Folkert Kuiken ◽  
René Jorna ◽  
Edwin Klinkenberg
Keyword(s):  
Longitudinal Study ◽  
Early Development ◽  
Research Question ◽  
Minority Language ◽  
Receptive Vocabulary ◽  
Home Language

Gathercole & Thomas (2009) concluded that Welsh children easily gained proficiency in the majority language (English) whereas the acquisition of the minority language (Welsh) lagged behind due to reduced input. Does this trend also occur in other minority language contexts, e.g. for Frisian in a context where Dutch is the majority language? In this longitudinal study, 98 toddlers were tested every six months for 1.5 years with respect to their receptive and productive vocabulary in Frisian and Dutch. Our research question was: what is the influence of the home language on the acquisition of Frisian and Dutch? Results from the first round of measurements indicate that an effect of the home language is present with respect to Frisian receptive and productive vocabulary and Dutch productive vocabulary. Interestingly, no effect of the home language is found on Dutch receptive vocabulary: for Dutch receptive vocabulary, it does not seem to matter whether a child has Frisian or Dutch as their home language.

Drawing on students’ diverse language resources to facilitate learning in a Japanese–English bilingual program in Australia

2020 ◽  
pp. 136216882093882
Author(s):  
Marianne Turner
Keyword(s):  
Teaching And Learning ◽  
Minority Language ◽  
Home Language ◽  
Language Practices ◽  
Language Resources ◽  
Bilingual Program ◽  
Bilingual Programs ◽  
English Curriculum ◽  
Language Classroom ◽  
Japanese English

Recently, the incorporation of students’ home languages into monolingual classrooms has been reinvigorated by a scholarly focus on extended linguistic repertoire. In bilingual programs, ideas of language separation have traditionally influenced teaching and learning as a way to protect the minority language, but there is a growing call to engage with the complexity of students’ language practices. In this article, it is suggested that the English-medium (dominant language) classroom can be an effective site for exploring how to leverage and affirm students’ home language practices in bilingual education, and also to support the minority language in the program. Data are drawn from a design-based study that investigated the transition of a Japanese–English primary bilingual program from 30% of instruction in Japanese to a 50:50 program. As part of the study, a Foundation teacher and a Year 5/6 teacher worked towards English curriculum objectives by incorporating languages their students spoke at home, including Japanese, into the English-medium classes. Findings revealed that some Foundation students did not immediately draw on home language practices, instead choosing to use Japanese, whereas the Year 5/6 students demonstrated ambivalence towards Japanese but not towards other language practices.

scholarly journals Socioeconomic level and bilinguals’ performance on language and cognitive measures

2015 ◽  
Vol 19 (5) ◽  
pp. 1057-1078 ◽  
Author(s):  
VIRGINIA C. MUELLER GATHERCOLE ◽  
IVAN KENNEDY ◽  
ENLLI MÔN THOMAS
Keyword(s):  
Parental Education ◽  
Age Groups ◽  
Minority Language ◽  
Home Language ◽  
Bilingual Children ◽  
Socioeconomic Level ◽  
Cognitive Measures ◽  
Complex Relation ◽  
At Home

The performance of bilingual children and adults in Wales on Welsh and English vocabulary and grammar and on cognitive measures is re-analysed in relation to SES indicators of parental education and parental professions. Results are reported for 732 participants ranging across seven age groups from age 3 to over 60 and from four home language types, monolingual English, and bilinguals with only English at home, Welsh and English at home, or only Welsh at home. Results reveal extensive evidence of SES influence on performance, and of a complex relation of exposure in the home and SES level on performance, modulated by the age of the participant and whether one is considering the majority or minority language.

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