phonological processes in spanish-english bilingual

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Pa)erns of

Phonological

Processes in

Spanish-‐English

Bilingual Children

Ellen Stubbe Kester

Mary Bauman March 19, 2015

TSHA 3

Disclosure Statement

Nonfinancial — None

Financial —

Ellen Kester is the founder and owner of

Bilinguistics. Ellen Kester and Mary Bauman receive salaries from Bilinguistics.

Bilinguistics receives royalties from product

sales.

4

One in five school children speak a language other than English at home.

BilinguisQcs 2015 5 BilinguisQcs 2015 6

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DisproporQonality

ELLs


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BilinguisQcs 2015 11

Separate, but interacQng systems

Interac)onal Dual Systems Model of phonological representaQon

suggests that bilingual children possess two separate phonological

systems with mutual influence. These systems are separate, yet non-‐

autonomous (Paradis, 2001).


Unified CompeQQon Model

•  PosiQve transfer

– Occurs when forms/

structures are consistent

across two languages.

•  NegaQve Transfer

– Occurs when forms/

structures are not consistent

across two languages.


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Worse than monolingual peers

•  Bilinguals with TD compared to English monolingual peers 3 year olds –  Lower intelligibility

–  Higher percentage of Phonological Processes

–  More uncommon pa)erns –  Gildersleeve-‐Neumann, Kester, Davis & Peña, 2008

•  4-‐y.o. bilinguals with TD compared to monolingual peers in both languages –  Bilinguals were less accurate than monolinguals in Spanish on three sound

classes –  Goldstein & Washington, 2001

•  Bilingual English-‐Spanish 3-‐year-‐olds produced lower consonant accuracy than monolingual Spanish speakers

–  Fabiano-‐Smith & Goldstein, 2010

•  Cantonese-‐English bilinguals compared retrospecQvely to monolingual peers –  Bilinguals lagged behind monolingual peers

–  Dodd, So, Li, 1996)


The same as monolingual peers

•  Bilingual 3 year olds with TD no different than monolingual English speakers on overall consonant accuracy

•  Fabiano-‐Smith & Goldstein (2010)

•  Simultaneous and sequenQal bilingual 3-‐4 year olds had pa)erns of sound acquisiQon similar to monolingual peers

•  Arnold, Curran, Miccio, & Hammer, 2004

•  4-‐year-‐old bilinguals did not differ from monolingual peers in consonant accuracy or phonological processes.

•  Goldstein & Washington, 2001

•  5-‐year-‐old bilinguals did not differ from monolingual peers in consonant accuracy or phonological processes

•  Goldstein, Fabiano, & Washington, 2005


Be)er than monolingual peers

•  Bilingual Maltese-‐English children ages 2-‐6

demonstrated more advanced phonological

skills than than monolingual Maltese children.

•  Grech & Dodd, 2008

•  Bilingual German-‐Spanish-‐speaking children

had a higher rate of coda producQons than

monolingual Spanish speakers. •  Kehoe, Trujillo, & Lleó, 2001

•  Lleó, Kuchenbrandt, Kehoe & Trujillo, 2003


Why such variaQon in findings?


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The Current Study

•  IdenQfy frequencies of pa)erns of

phonological processes in Spanish-‐English

bilingual children.

•  Provide data that can be used to support

diagnosQc decisions.

•  IdenQfy pa)erns not captured in other studies


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ParQcipants

0

5

10

15

20

25

30

35

40

45

50

Age of ParQcipants

3 year old

4 year old

5 year old

6 year old

7 year old

8 year old


ParQcipants

Spanish

English


Bilingual Profile

Spanish

English


Procedures


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The Tool: Bilingual ArQculaQon &

Phonology Assessment

•  Spanish

–  49 words

–  109 phoneme &

consonant cluster

opportuniQes

–  Evaluates each phoneme

in each posiQon at least

2 Qmes

– MulQsyllabic words

•  English

–  58 words

–  150 opportuniQes to

produce phonemes &

consonant clusters

–  Evaluates each phoneme

in each posiQon at least

2 Qmes

– MulQsyllabic words


Phonological Processes Explored

•  Flap/Trill DeviaQon

•  Cluster ReducQon

•  Unstressed Syllable DeleQon

•  Gliding

•  Cons. Sequence ReducQon

•  Stopping

•  Backing

•  IniQal Consonant DeleQon

•  AssimilaQon

•  DeaffricaQon

•  Velar FronQng

•  Voicing

•  FricaQvizaQon

•  AffricaQon

•  LateralizaQon

•  Liquid SimplificaQon

•  Medial Consonant DeleQon

•  LabializaQon

•  Devoicing

•  Palatal FronQng

•  DepalatalizaQon

•  DenasalizaQon

•  Epenthesis

•  FricaQve SimplificaQon

•  VocalizaQon

•  Final Consonant DeleQon


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Results -‐ Spanish


0

0.2

0.4

0.6

0.8

1

1.2

1.4

Flap/Trill

DeviaQon

Cluster Red/Del Unstressed Syl

Del

Gliding Cons. Seq. Red. Stopping Devoicing DeaffricaQon Final Cons. Del.

Average Frequency of Occurrence on BAPA

Bilingual Children's Use of Phonological Processes in Spanish -‐ All

Par)cipants

Results -‐ Spanish


0

0.2

0.4

0.6

0.8

1

1.2

1.4

Flap/Trill

DeviaQon

Cluster Red/Del Unstressed Syl

Del

Gliding Cons. Seq. Red. Stopping Devoicing DeaffricaQon Final Cons. Del.


Bilingual Children's Use of Phonological Processes in Spanish -‐ All

Par)cipants

“nadiz”/nariz (nose)

“dagón”/dragón (dragon); “loques”/bloques (blocks)

“cabaza”/calabaza (pumpkin)

“payed”/pared (wall); “peyota”/pelota (ball)

“llorano”/llorando (crying)

“tofá”/sofá (sofa)

Results -‐ English


0

0.2

0.4

0.6

0.8

1

1.2

1.4

CCRed/Del Unstressed Syl.

Del

Gliding Cons. Seq. Red Stopping Devoicing DeaffricaQon FCD FricaQve

SimplificaQon

VocalizaQon


Bilingual Children's Use of Phonological Processes in English -‐ All

Par)cipants

Results -‐ English


0

0.2

0.4

0.6

0.8

1

1.2

1.4

CCRed/Del Unstressed Syl.

Del


SimplificaQon

VocalizaQon


Bilingual Children's Use of Phonological Processes in English -‐ All

Par)cipants “pider”/spider; “seeping”/sleeping

“macawoni”/macaroni

“shobel”/shovel; “cadit”/carrot

“pik”/pig; “caches”/cages

“mouf”/mouth; “teef” or “tees”/teeth

“feathuh”/feather

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Results – English (adjusted)


0

0.2

0.4

0.6

0.8

1

1.2

1.4

CCRed/Del Unstressed

Syl. Del


SimplificaQon

VocalizaQon


Bilingual Children's Use of Phonological Processes in English Adjusted

for Spanish-‐Influenced Processes -‐ All Par)cipants

0

0.5

1

1.5

2

2.5

3

3.5

3-‐year-‐olds 4-‐year-‐olds 5-‐year-‐olds 6-‐year-‐olds 7-‐year-‐olds 8-‐year-‐olds

Avg. Freq. of Use on BAPA

Subs)tu)on Processes -‐ Spanish

Gliding

Stopping

FricaQve Simpl.

Devoicing

Flap/Trill DeviaQon

DeaffricaQon


0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

2



Syllable Structure Processes -‐ Spanish

Final Cons. Del.

Cluster Red/Del

Cons. Seq. Red

Unstressed Syl Del


0

0.5

1

1.5

2

2.5

3

3.5

4



Subs)tu)on Processes -‐ English

Gliding

Stopping

FricaQve Simplif.

Devoicing

VocalizaQon

DeaffricaQon


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0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

2



Syllable Structure Processes -‐ English

CCRed/Del

Unstressed Syl. Del.

Cons. Seq. Red

FCD


0

0.5

1

1.5

2

2.5



Subs)tu)on Processes -‐ Eng Adjusted

Gliding

Stopping

FricaQve Simplif.

Devoicing

VocalizaQon

DeaffricaQon


0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

2


Avg. Freq. of use on BAPA

Syllable Structure Processes

English -‐ Adjusted

CCRed/Del

Unstressed Syl. Del.

Cons. Seq. Red

FCD 0

0.5

1

1.5

2

2.5

3

3.5

4

3-‐year-‐olds

4-‐year-‐olds

5-‐year-‐olds

7-‐year-‐olds

8-‐year-‐olds

9-‐year-‐olds

Spanish

0

0.5

1

1.5

2

2.5

3

3.5

4

3-‐year-‐olds

4-‐year-‐olds

5-‐year-‐olds

7-‐year-‐olds

8-‐year-‐olds

9-‐year-‐olds

English

0

0.5

1

1.5

2

2.5

3

3.5

4

3-‐year-‐olds

4-‐year-‐olds

5-‐year-‐olds

7-‐year-‐olds

8-‐year-‐olds

9-‐year-‐olds

English Adjusted for

Spanish-‐Influenced Errors


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0

0.05

0.1

0.15

0.2

0.25

0.3

0.35

IniQal Cons. Del.

Final Cons. Del.

Cluster Red/Del

Cons. Seq. Red

Velar FronQng

Liquid Simp.

Flap/Trill DeviaQon

DeaffricaQon

DenasalizaQon

Percentage of Possible Occurrence

Bilingual Children's Use of Phonological Processes in Spanish

3-‐year-‐olds

4-‐year-‐olds

5-‐year-‐olds

6-‐year-‐olds

7-‐year-‐olds

8-‐year-‐olds


0

0.05

0.1

0.15

0.2

0.25

ICD

FCD

SIE Adjusted FCD

CCRed/Del

Cons. Seq. Red

SIE Adjusted Cons. Seq. Red.

Velar FronQng

Liquid Simp.

Gliding

DeaffricaQon

SIE Adjusted DeaffricaQon

VocalizaQon

DenasalizaQon

Percentage of Possible Occurrence

Bilingual Children's Use of Phonological Processes in English

3-‐year-‐olds

4-‐year-‐olds

5-‐year-‐olds

6-‐year-‐olds

7-‐year-‐olds

8-‐year-‐olds


Bilingual children in this study:

•  Demonstrate a decreasing use of phonological

processes over Qme. By age 8 processes are

suppressed

•  Use more processes and a higher frequency of

processes in English than in Spanish

•  Greater interference/influence of Spanish on

English producQons than the reverse


Clinical ImplicaQons

•  Understanding of

processes not

expected in English

of bilinguals to

prevent

underiden8fica8on


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Clinical ImplicaQons

•  Frequency and types

of processes differ

– Closer look at

differenQated

treatment to reduce

processes expressed

differently in each

language


AddiQonal Resources

•  h)p://speechpathologyceus.net/cld-‐resource-‐

library/

Link to Live Site


phonological processes in spanish-english bilingual

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