scholarly journals Phonological development in the early speech of an Indonesian-German bilingual child

2016 ◽  
Vol 14 (3) ◽  
pp. 329-350 ◽  
Author(s):  
Ni Luh Putu Sri Adnyani ◽  
I Wayan Pastika
Keyword(s):  
Language Development ◽  
The Other ◽  
Phonological Development ◽  
Sound System ◽  
Phonological Processes ◽  
Bilingual Child ◽  
Dominant Language ◽  
Linguistic System ◽  
Early Speech ◽  
Crosslinguistic Influence

Current research in bilingual children’s language development with one language dominant has shown that one linguistic system can affect the other. This is called Crosslinguistic Influence (CLI). This paper explores whether CLI is experienced by a bilingual child raised in two typologically distinct languages in terms of phonological development. It uses data from the study of a child simultaneously acquiring Indonesian and German between the ages of 12 months - 20 months, with Indonesian as the dominant language. The sound segments developed by the child showed universal tendencies, with the appearance of bilabials prior to alveolar sounds, followed by velar sounds. The sounds were produced mostly in the form of stops, nasals and glides. Three phonological processes were displayed by the child: substitution, assimilation and syllable structures. The front rounded vowel [ʏ], which exists in German but not in the Indonesian sound system, was systematically replaced by the palatal approximant [j]. This approximant exists in the Indonesian sound system but not in the German phonemic inventory. This provides evidence that, in terms of phonological development, the child experienced CLI, but only for certain sound transfers.

scholarly journals Phonological Development and Phonological Processes in the Speech of an English-Arabic Bilin-gual Child

2018 ◽  
Vol 7 (5) ◽  
pp. 197
Author(s):  
Hana Asaad Daana
Keyword(s):  
The Other ◽  
Phonological Development ◽  
Limited Evidence ◽  
Jordanian Arabic ◽  
Phonological Processes ◽  
Bilingual Child ◽  
First Languages ◽  
Arabic And English ◽  
Compare And Contrast ◽  
Fusion Hypothesis

This research traces the phonological development and the phonological processes in the speech of a bilingual child acquiring Jordanian Arabic and English. This trace is carried out through a thorough description of the phonological development of segments in Jordanian Arabic and English. It is also carried out through discussing the phonological processes resorted to by the child in order to simplify the production of segments in both languages. This study is the first of its kind to compare and contrast phonological processes in the speech of a bilingual child whose two first languages descend from two different linguistic families. The study also scrutinizes evidence of any influence of one language over the other. Evidence for either the Separate Development Hypothesis or the Fusion Hypothesis is also investigated. The data used in this paper are collected by the author from her own child acquiring Arabic and English simultaneously between the ages of 7 and 20 months. The child’s sound segment development showed consistency with universal trends. Phonological processes such as regressive and progressive assimilation, substitution and metathesis were found in the child’s production of English and Arabic sounds. The study provides limited evidence for the occurrence of interlanguage interference. On the other hand, the study provides strong supportive evidence for the Separate Development Hypothesis.

Variable V2 in Norwegian heritage language

2021 ◽  
Author(s):  
Marit Westergaard ◽  
Terje Lohndal ◽  
Björn Lundquist
Keyword(s):  
North America ◽  
Word Order ◽  
Heritage Language ◽  
Spontaneous Speech ◽  
The Other ◽  
Verb Second ◽  
Verb Movement ◽  
Heritage Speakers ◽  
Dominant Language ◽  
Crosslinguistic Influence

Abstract This paper discusses possible attrition of verb second (V2) word order in Norwegian heritage language by investigating a corpus of spontaneous speech produced by 50 2nd–4th generation heritage speakers in North America. The study confirms previous findings that V2 word order is generally stable in heritage situations, but nevertheless finds approximately 10% V2 violations. The cases of non-V2 word order are argued to be due to lack of activation of the heritage language grammar, making it vulnerable to crosslinguistic influence from the speakers’ dominant language. This crosslinguistic influence does not simply replace V2 by non-V2, but is argued to operate more indirectly, affecting (a) the distribution of contexts for V2 word order, and (b) introducing two new distinctions into the heritage language, one (indirectly) based on a similar distinction in the dominant language (a difference between adverbs and negation with respect to verb movement), the other based on frequency of initial elements triggering V2 in non-subject-initial declaratives. Together, these findings also indicate that crosslinguistic influence affects different contexts of V2 differently, providing support for analyses that treat V2 word order as the result of many smaller rules.

scholarly journals Canonical Vocalization and Phonological Development in Children with and without Repaired Cleft Palate

1970 ◽  
Vol 26 (3) ◽  
pp. 672-685
Author(s):  
Ho Kim ◽  
Seunghee Ha
Keyword(s):  
Early Intervention ◽  
Language Development ◽  
Cleft Palate ◽  
Clinical Implications ◽  
Phonological Development ◽  
Vowel Production ◽  
Early Speech ◽  
Positive Correlations ◽  
The Relationship ◽  
Palatal Surgery

Objectives: Canonical vocalization is an important factor in predicting the early speech-language development of children. This study investigated the characteristics of canonical vocalization and phonological development in children aged 13-16 months with cleft palate at 2-3 months following palatal surgery compared to those of children without cleft palate.Methods: Sixteen children with repaired cleft palate and 16 children without cleft palate participated in the study. The frequency and percentage of canonical vocalization, phoneme inventory, and phonological structures were analyzed from all-day recordings at home and compared between children with and without repaired cleft palate. The relationship between canonical vocalization and phonological development was also examined.Results: Children with repaired cleft palate had a lower rate of canonical vocalization and showed restriction in consonant inventories containing canonical vocalization compared to children without cleft palate. They produced nasals predominantly showing restricted production of stops, and they showed significantly smaller high vowel production than children without cleft palate. They also showed restrictions in the diversity and complexity of phonological structures compared to children without cleft palate. All groups had positive correlations between canonical vocalization ratio and phonological development.Conclusion: This study provided understanding about the phonological development of children with cleft palate following palatal surgery and addressed clinical implications for early intervention.

scholarly journals Phonological Development: Acquisition of Hausa Secondary Consonants Pronunciation by the Hausa Children

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Sani Dauda Ibrahim
Keyword(s):  
Speech Production ◽  
Parental Behavior ◽  
Speech Pathology ◽  
Pictorial Stimulus ◽  
Phonological Development ◽  
Sound System ◽  
Phonological Processes ◽  
Glottal Stop ◽  
Children's Speech

Phonological development refers to the stages that children pass before they can correctly use and understand the sound system of their language. Inspired by Stampe’s (1969) Natural Phonology Theory, this paper examines the acquisition of Hausa secondary consonants pronunciation by the Hausa children. The paper seeks to achieve the following objectives (a) to identify the phonological processes that are operating in the production of the Hausa secondary consonants by the Hausa 2-5 years children (b) to discover the units that are more affected if certain changes occur in the production of the Hausa secondary consonants (c) to explain whether a parental behavior influence the children’s production of the Hausa secondary consonants. Four children aged between 2-5 years were purposely selected. The data were collected using a Pictorial Stimulus-Driven Elicitation. The study found that reduction, simplification, and substitution phonological processes operate in some of the children’s speech production. It also revealed that regardless of the glottal stop, the second unit of the secondary consonants is more affected and that parental behavior affects children’s speech production. The implication of this result is that it can be used by speech pathology to draw a conclusion about the Hausa children’s phonological development.

Cross-linguistic influence, input and the young bilingual child

1998 ◽  
Vol 1 (3) ◽  
pp. 181-182 ◽  
Author(s):  
ELIZABETH LANZA
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Young Child ◽  
Language Development ◽  
First Language ◽  
The Other ◽  
First Language Acquisition ◽  
Bilingual Child

The field of bilingual first language acquisition has focused on several important and interrelated issues: whether or not the young child acquiring two languages simultaneously differentiates his or her two languages from the onset of acquisition, what role the input plays in the acquisition of two languages, and whether the path of acquisition is similar to that of monolingual peers (see De Houwer, 1990). As a member of the DUFDE team, Natascha Müller has in previous work argued forcefully and convincingly for the bilingual child's separate development of his or her two languages, and hence how language-acquiring bilinguals behave like monolinguals. In her keynote article, Müller invokes the notion of transfer, a well-known term from research into second language acquisition, and proposes to consider transfer from the perspective of the input to which the young bilingual child is exposed. When this input is ambiguous, so that is there is variation in the input regarding one of the languages, the child will resort to transfer from the other language as a so-called relief strategy. In the following, I address the issue of cross-linguistic influence in language development and highlight the implications Müller's proposals may have for the field of bilingual first language acquisition. In conclusion I will relate these issues to the complexity of the notion of input in early bilingualism.

Lexical Learning and Language Abilities in Preschoolers with Perinatal Brain Damage

1989 ◽  
Vol 54 (3) ◽  
pp. 395-402 ◽  
Author(s):  
Kristen A. Keefe ◽  
Heidi M. Feldman ◽  
Audrey L. Holland
Keyword(s):  
Language Development ◽  
Brain Damage ◽  
Language Skills ◽  
Phonological Development ◽  
Language Abilities ◽  
Lexical Development ◽  
Left Brain ◽  
Linguistic System ◽  
Brain Injured ◽  
Language Measures

Studies of children with early-acquired brain damage have noted limitations on language development following such damage and have raised questions regarding the process by which these children acquire language skills. The purpose of this study was to examine the effects of perinatally acquired brain damage on early language abilities and on lexical development through the use of standard assessments, language samples, and a miniature linguistic system approach to teach a novel lexicon. Four children, ages 26–41 months, with localized, perinatal brain lesions documented on ultrasound or CT scan were selected for this study and were compared to 4 matched controls. The results show no differences in the pattern of scores and learning in children with right and left brain damage. With the exception of phonological development, subjects scored below controls on all formal language measures; however, the subjects often scored at or above test norms. Brain-injured subjects were similar to controls with respect to the number of novel words that they initially learned on comprehension and production tasks and the number that they consistently comprehended. Brain-injured subjects generally acquired fewer words when the criterion was consistent accurate production. Interestingly, subjects required more exposures to novel lexical items than did controls before reaching a given level of proficiency. Production seemed to be more difficult for all children, but more so for the brain-injured subjects. It appears that the effects of early damage have an impact on many aspects of language development and that these apparent deficits may reflect the child's need for greater exposure to language skills and structures before acquiring them.

Crosslinguistic influence in bilingual acquisition: subject omission in learners of Inuktitut and English

2005 ◽  
Vol 32 (4) ◽  
pp. 893-909 ◽  
Author(s):  
ELIZABETH E. ZWANZIGER ◽  
SHANLEY E. M. ALLEN ◽  
FRED GENESEE
Keyword(s):  
Language Development ◽  
Case Studies ◽  
The Other ◽  
Bilingual Children ◽  
English Only ◽  
Target Languages ◽  
Crosslinguistic Influence ◽  
Cross Language ◽  
Language Pair

This study investigates subject omission in six English-Inuktitut simultaneous bilingual children, aged 1;8–3;9, to examine whether there are cross-language influences in their language development. Previous research with other language pairs has shown that the morphosyntax of one language can influence the development of morphosyntax in the other language. Most of this research has focused on Romance-Germanic language combinations using case studies. In this study, we examined a language pair (English-Inuktitut) with radically different morphosyntactic structures. Analysis of the English-only and Inuktitut-only utterances of the children revealed monolingual-like acquisition patterns and subject omission rates. The data indicate that these bilingual children possessed knowledge of the target languages that was language-specific and that previously identified triggers for crosslinguistic influence do not operate universally.

LANGUAGE USE BETWEEN MALE AND FEMALE HOST IN HITAM PUTIH TALK SHOW

2018 ◽  
Vol 14 (2) ◽  
Author(s):  
Nurmaliana Sari ◽  
Sumarsih Sumarsih ◽  
Busmin Gurning
Keyword(s):  
Language Use ◽  
The Other ◽  
Male And Female ◽  
Talk Show ◽  
Dominant Language ◽  
Other Hand ◽  
Domestic Activities ◽  
Female Host ◽  
Negative Connotation ◽  
Descriptive Qualitative

This study discusses about language use occurred by male and female host in Hitam Putih talk show. The method of this research is descriptive qualitative. The subjects of this study are male and female host in Hitam Putih talk show. The data are the utterances produced by male and female host in Hitam Putih talk show. This research focuses on the show broadcasted on October 2016 by taking 4 videos randomly. The objective of this study is to describe kinds of the language use uttered by male and female host in Hitam Putih talk show. The findings showed that the kinds of language use consist of 6 parts. The dominant language use uttered by male host is expletive, because male’s utterances are frequently stated in a negative connotation. On the other hand, female host utterances are found in specialized vocabulary as the most dominant because female host has more interest in talking family affairs, such as the education of children, clothes, cooking, and fashion, etc. Women also tended to talk about one thing related to the home and domestic activities. However, the representation of language use uttered by male and female are deficit, dominance and different. Keywords: Language Use, Gender, Talk Show

Deutsch als schwächere Sprache bei deutsch-polnisch bilingualen Kindern: Studie zur Negation- und Verbstellung

2020 ◽  
Vol 48 (2) ◽  
pp. 269-297
Author(s):  
Aldona Sopata ◽  
Kamil Długosz
Keyword(s):  
Second Language Acquisition ◽  
Language Development ◽  
Language Use ◽  
The Other ◽  
Bilingual Children ◽  
Striking Difference ◽  
Final Position ◽  
Development Characteristic ◽  
Processing Mechanisms ◽  
Constrained Input

AbstractThis article examines the acquisition of German as the weaker language in the cases of German-Polish bilingual children. Focusing on negation and verb position, phenomena that have frequently been taken as diagnostic when distinguishing between the course of language development characteristic for first (L1) and second language acquisition (L2), we analyse experimental and productive data from six simultaneously bilingual children. Due to the constrained input, German is their weaker language. The results in Forced Choice and Grammaticality Judgements tasks are compared with the results of monolingual children. We show that in the area of negation the acquisition of German as the weaker language resembles L1, and in the area of inversion and verb final position the development of the weaker language is delayed. The striking difference between bilinguals’ results in the experimental vs. productive tasks points to specific processing mechanisms in bilingual language use. In narrative contexts of the production tasks the language of the performance is activated, while the other is inhibited, which leads to a target-like performance. Structural properties of the stronger language tend to be activated, however, in the experimental tasks involving the weaker language, resulting in non-target-like responses.

سلطة النسق اللغوي بين اللغة العالمة واللغة المؤسسية

2021 ◽  
pp. arabic cover-english cover
Author(s):  
أحمد حساني
Keyword(s):  
Knowledge Society ◽  
Interdisciplinary Approach ◽  
The Other ◽  
Linguistic Community ◽  
The Political ◽  
Institutional Research ◽  
Linguistic System ◽  
Traditional Institution ◽  
Institutional System ◽  
The Individual

يندرج هذا البحث ضمن مشروع تأسيسي، وتأصيلي هادف، يسعى إلى تعزيز المقاربة اللسانية البينية للنسق اللغوي بكل مكوناته، والبحث عن قوة الحضور التي يمتلكها، والسلطة التي يمارسها على الفرد منتجِ الخطاب، وعلى الجماعة التي تشكل المجتمع اللغوي؛ حيث إنَّ اللغة قوة فاعلة لها سلطة داخلية وخارجية، تتجلى سلطتها الداخلية في نظامها القواعدي المعقد الذي يوجد بصفة مضمرة في أذهان المتكلمين- المستمعين الذين ينتمون إلى مجتمع له خصوصيات ثقافية وحضارية متجانسة. وتتجلى سلطتها الخارجية في المؤسسة السياسية، والاجتماعية والعرفية التي تكرّس شرعية النسق اللغوي في المجتمع اللغوي. وفي ظل هذا التصور، انصرفت هذه المقاربة إلى التعامل مع النسق اللغوي، من حيث هو سلطة قهرية، والبحث في علاقته باللغة العالمة من جهة، واللغة المؤسسية من جهة أخرى. تسعى هذه الدراسة، حينئذٍ، إلى إيجاد إجابات علميةكافية، عن كثير من الأسئلة التي ما فتئت تشغل بال الباحثين، على اختلاف اهتماماتهم العلمية أثناء اتخاذهم اللغة موضوعًا للتفكير، والبحث المؤسس. نذكر في هذا المقام بعضَها لأهميته: 1- ما القوة الخفية الكامنة في (ما وراء) ممارسة اللغة لسلطتها القهرية لدى الأفراد والمجتمعات؟ 2- كيف شكلت الرواسب الأدائية للكلام هذه السلطة عبر التاريخ ؟ 3- إلى أي حد يمكن للغتين؛ العالمة، والمؤسسية التأثير في مسار النسق اللغوي في مجتمع المعرفة، والنظام المؤسسي في المجتمع؟ This research falls within a constituent, and Authentic project that seeks to enhance Interdisciplinary approach with all components parts of linguistic system to search for the presence power, that possesses the power, that it exercises on the individual who produces the discourse, and on the group; which make up the linguistic community as an effective force language, that has internal and external authority, which reflects its internal authority in its complex grammatical system, that exists implicitly in the minds of speakers - listeners belonging to a society with homogeneous cultural and civilizational privacies. The external authority is manifested in the political, social, and traditional institution; that devotes the legitimacy of the linguistic system in the linguistic community. Under this scenario; the approach went out to deal with the linguistic system in terms of it is a compulsive authority research, and its relationship to the scholarly language on the hand, and the institutional language on the other hand. This intervention seeks to find scientific answers for many questions, that still preoccupy the researchers from different scientific interests during taking the language as a topic of thought and institutional research. We mention certain questions for its importance: 1- What is the hidden power behind language practicing its oppressive authority in individuals and societies? 2- How did the performance remnants of speech shape this authority throughout history? 3- To what extent can the scholarly language and institutional languages influence the path of a linguistic system in the knowledge society, and the institutional system in the community?

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