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Understanding the influence of two sound systems on speech development

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

Difference vs. Disorder

NORMAL

DEVELOPMENTAL

ERRORS

SECOND-

LANGUAGE

INFLUENCE

ATYPICAL

ERRORS

Speech Outcomes

• Qualifies• DNQ

• DNQ• DNQ

Errors are typical for age

Errors are due to

second language

Errors are

atypical for age and

language

No errors present

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Speech Outcomes

• Qualifies• DNQ

• DNQ• DNQ

Errors are typical for age

Errors are due to

second language

Errors are

atypical for age and

language

No errors present

Speech Outcomes

• Qualifies• DNQ

• DNQ• DNQ

Errors are typical for age

Errors are due to

second language

Errors are

atypical for age and

language

No errors present

Speech Outcomes

• Qualifies• DNQ

• DNQ• DNQ

Errors are typical for age

Errors are due to

second language

Errors are

atypical for age and

language

No errors present

Speech Outcomes

• Qualifies• DNQ

• DNQ• DNQ

Errors are typical for age

Errors are due to

second language

Errors are

atypical for age and

language

No errors present

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Video

• Qualifies• DNQ

• DNQ• DNQ

Errors are typical for age

Errors are due to

second language

Errors are

atypical for age and

language

No errors present

Video Review

• Qualifies• DNQ

• DNQ• DNQ

Errors are typical for age

Errors are due to

second language

Errors are

atypical for age and

language

No errors present

Speech Outcomes

• Qualifies• DNQ

• DNQ• DNQ

Errors are typical for age

Errors are due to

second language

Errors are

atypical for age and

language

No errors present

Video

• Qualifies• DNQ

• DNQ• DNQ

Errors are typical for age

Errors are due to

second language

Errors are

atypical for age and

language

No errors present

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Video Review

• Qualifies• DNQ

• DNQ• DNQ

Errors are typical for age

Errors are due to

second language

Errors are

atypical for age and

language

No errors present

Speech Outcomes

• Qualifies• DNQ

• DNQ• DNQ

Errors are typical for age

Errors are due to

second language

Errors are

atypical for age and

language

No errors present

Video

• Qualifies• DNQ

• DNQ• DNQ

Errors are typical for age

Errors are due to

second language

Errors are

atypical for age and

language

No errors present

Video Review

• Qualifies• DNQ

• DNQ• DNQ

Errors are typical for age

Errors are due to

second language

Errors are

atypical for age and

language

No errors present

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• Speech and language development from:

▫ 0-36 months

▫ 36 months forward

• With:

▫ Spanish

▫ English

▫ Crosslinguistic Influence

Similarities

Differences

+ = Positive transfer

+ = Negative transfer

• 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*

• 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

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• 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

The differences and shared characteristics of two sound systems

/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

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• 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 Γ (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

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Spanish consonant acquisition -

Goldstein

Consonant Difference

Activity

BATH

Consonant Difference

Activity

BATH BAT

THREE

Consonant Difference Activity

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THREE TREE

Consonant Difference Activity

SHOE

Consonant Difference Activity

SHOE CHEW

Consonant Difference Activity

VASE

Consonant Difference Activity

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VASE BASE

Consonant Difference Activity

/æ/ /ɔ/ /ʊ/

/u/ /ʌ/ /ɛ/

/ɪ/ /ə/

/ɑ//e/

/i//o//u/

SPANISH ENGLISH

SpanishSpanish

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

• 5 vowels in Spanish (a e i o u)

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Vowel Difference

Activity

HAT

Vowel Difference

Activity

HAT HOT

GET GATE

Vowel Difference

Activity

GET GATE

Vowel Difference

Activity

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HIT

Vowel Difference

Activity

HIT HEAT

Vowel Difference

Activity

FUN

Vowel Difference

Activity

FUN PHONE

Vowel Difference

Activity

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LOOK

Vowel Difference

Activity

LOOK LUKE

Vowel Difference

Activity

When the rules of two sound systems overlap or are mutually exclusive

Cluster reductionStopping

Fronting

AssimilationGliding

Final consonant deletionDeaffrication

Tap/Trill

Deviation Vocalization

SPANISH ENGLISH

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Phonological Processes: Norms

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 clusters

3.8% of the time in Spanish

7.3% 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 Cat�Ca)

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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

• z�s

(De)Affrication

• J��dj• Sh� ch

/ɲ/ /ɽʱ/ /t̪ʰ/

/ʋ/ /q/ /d ̪ʱ/

/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/

/ɑ/ /æ/ /ɔ/ /ʊ/

/u/ /ʌ/ /ɛ/ /ɪ/ /i//e/ /i/ /o/

/u/

HINDI ENGLISH

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

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Thank

you!