how phonology in bilingualism contributes to over identification: a case study
TRANSCRIPT
How Phonology in
Bilingualism
Contributes to Over
Identification:
A Case Study
Disclosure Statement
Nonfinancial — None
Financial —
Ellen Kester is the founder and owner of Bilinguistics. She receives a salary from Bilinguistics. Bilinguistics receives royalties from products that are mentioned in this presentation.
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Disproportionality
ELLs
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Presentation
SLP Self-report of level of qualification
serving multicultural population
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Not at all qualified Under qualified Neutral Somewhat qualified Very Qualified
2010 ASHA Schools Survey
2012 ASHA Schools Survey
One in five school children speak a language other than English at home.
“If I have seen
further, it is by
standing on the
shoulders of
giants.”
--Isaac Newton,
1676
2008
Gildersleeve-
Neumann,
Kester, Davis
& Peña
2010
Fabiano-
Smith &
Goldstein
1996
Dodd, So & Li
2001
Goldstein &
Washington
2005
Goldstein,
Fabiano &
Washington
2011
Goldstein &
Bunta
2014
Taveras,
Namazi,
Pazuelo &
Casado
2008
Grech & Dodd
Studies of Phonological Skills in Bilingual Children
Dodd, So, Li, 1996
• Cantonese-English bilinguals compared
retrospectively to monolingual peers
– Bilinguals lagged behind monolingual peers
Symptoms of disorder without impairment: The
written and spoken errors of bilinguals
An initial investigation of phonological patterns in
typically developing 4-year-old Spanish-English bilingual
children
• 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
4-year-old bilinguals did not differ from English
monolingual peers in consonant accuracy or
phonological processes.
Goldstein & Washington, 2001
Phonological acquisition in Malta: A bilingual language
learning context
• Bilingual Maltese-English children ages 2-6
demonstrated more advanced phonological
skills than than monolingual Maltese children.
Grech & Dodd, 2008
Phonological Acquisition in Bilingual Spanish-English
Speaking Children
• Bilingual English-Spanish 3-year-olds were less
accurate in consonant production than
monolingual Spanish speakers
• Bilingual 3 year olds with TD no different than
monolingual English speakers on overall
consonant accuracy
Fabiano-Smith & Goldstein, 2010
Goldstein, Fabiano, & Washington, 2005
• 5-year-old bilinguals did not differ from
monolingual peers in English or Spanish in
consonant accuracy or phonological processes
Phonological skills in predominantly English-speaking, predominantly Spanish-speaking, and Spanish-English bilingual children
Positive and negative transfer in the phonological
systems of bilingual speakers
• Explored positive and negative transfer in the
phonological systems of 5-6-year-old
bilinguals
– Bilinguals did not differ from monolingual Spanish
speaking peers
– Bilinguals used phonological processes less than
than monolingual English speaking peers for WSD,
Spirantization, & Fronting
Goldstein & Bunta, 2011
English speech sound development in preschool-
aged children from bilingual Spanish-English
environments
• Bilinguals with TD compared to English
monolingual peers 3 year olds
– Lower intelligibility
– Higher percentage of Phonological Processes
– More uncommon patterns
Gildersleeve-Neumann, Kester,
Davis & Peña, 2008
Phonological Patterns in Dominican Spanish-English
Bilingual Preschoolers: Implications for Assessment
• Explored phonological patterns in ten 3-4-
year-old bilingual children with TD who speak
Dominican dialect
– Found many Spanish-influenced processes in
English
Taveras, Namazi, Pazuelo & Casado, 2013
Why such variation in findings?
Why such variation in findings?
Why such variation in findings?
Why such variation in findings?
Why such variation in findings?
Why such variation in findings?
Why such variation in findings?
Why such variation in findings?
The Current Study
• Do the patterns of phonological processes in English differ for monolinguals and Spanish-English bilingual children?
• If so, how do they differ?
• How do we use this information to confidently make diagnostic and treatment decisions for bilingual children?
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5
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3 year olds 4 year olds 5 year olds 6 year olds 7 year olds 8 year olds 9 year olds
322 Participants
Monolingual 143
Bilingual 179
Language Proficiency Determined
• Composite Score for
each language– Receptive Language Estimate
• 0 = Limited through 4 = Native-
like
– Expressive Language Estimate
• 0 = Limited through 4 = Native-
like
All of the documents and charts in this presentation
can be downloaded from our Free Resource Library.
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The Tool: Bilingual Articulation &
Phonology Assessment
• Spanish
– 49 words
– 109 phoneme &
consonant cluster
opportunities
– Evaluates each phoneme
in each position at least
2 times
– Multisyllabic words
• English
– 58 words
– 150 opportunities to
produce phonemes &
consonant clusters
– Evaluates each phoneme
in each position at least
2 times
– Multisyllabic words
• The BAPA uses every opportunity to assess
a phoneme, which reduces the total
number of target words needed
• Accounts for all errors made within words
/bl/ cluster
/k/ medial
/s/ final
• Minimum of 2 targets of each frequently-occurring sound in all positions
• Phonemes assessed in all positions – Initial, medial, final
– Consonant clusters (blends) as well as consonant sequences
Spanish: /n/
nariz chancla
conejo llorando
pan
• In English we distinguished between medial
(intervocalic) consonants and medial
consonants within a consonant sequence
English: /n/
neck blanket
dinosaur plant
Kitchen
• Results immediately tabulated
• Report generated
• Organized by:– Position
– Manner
– Voicing
– Words
– Place
– Error Type
– Notes
Phonological Processes Explored
• Flap/Trill Deviation
• Cluster Reduction
• Unstressed Syllable Deletion
• Gliding
• Cons. Sequence Reduction
• Stopping
• Backing
• Initial Consonant Deletion
• Assimilation
• Deaffrication
• Velar Fronting
• Voicing
• Fricativization
• Affrication
• Lateralization
• Liquid Simplification
• Medial Consonant Deletion
• Labialization
• Devoicing
• Palatal Fronting
• Depalatalization
• Denasalization
• Epenthesis
• Fricative Simplification
• Vocalization
• Final Consonant Deletion
Results - Spanish
0
0.2
0.4
0.6
0.8
1
1.2
1.4
Flap/Trill
Deviation
Cluster Red/Del Unstressed Syl
Del
Gliding Cons. Seq. Red. Stopping Devoicing Deaffrication Final Cons. Del.
Av
era
ge
Fre
qu
en
cy o
f O
ccu
rre
nce
on
BA
PA
Bilingual Children's Use of Phonological Processes in Spanish - All
Participants
“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 Deaffrication FCD Fricative
Simplification
Vocalization
Av
era
ge
Fre
qu
en
cy o
f O
ccu
rre
nce
on
BA
PA
Bilingual Children's Use of Phonological Processes in English - All
Participants “pider”/spider; “seeping”/sleeping
“macawoni”/macaroni
“shobel”/shovel; “cadit”/carrot
“pik”/pig; “caches”/cages
“mouf”/mouth; “teef” or “tees”/teeth
“feathuh”/feather
0
0.5
1
1.5
2
2.5
3
3.5
4
3-year-olds 4-year-olds 5-year-olds 6-year-olds 7-year-olds 8-year-olds
Av
g.
Fre
q.
of
Use
on
BA
PA
Substitution Processes - English
Gliding
Stopping
Fricative Simplif.
Devoicing
Vocalization
Deaffrication
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
1.8
2
3-year-olds 4-year-olds 5-year-olds 6-year-olds 7-year-olds 8-year-olds
Av
g.
Fre
q.
of
Use
on
BA
PA
Syllable Structure Processes - English
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
0.2
0.4
0.6
0.8
1
1.2
1.4
Av
g.
Fre
q.
of
Use
on
BA
PA
Bilingual and Monolingual English Use of Phonological Processes
Ages 3-9 years
Bilingual
Monolingual
Syllable Structure Processes
0
0.2
0.4
0.6
0.8
1
1.2
3 year
olds
4 year
olds
5 year
olds
6 year
olds
7 year
olds
8 year
olds
9 year
olds
Av
g.
Fre
q.
of
Use
on
BA
PA
Unstressed Syllable Deletion in English
Monolingual
Bilingual
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
1.8
2
3 year
olds
4 year
olds
5 year
olds
6 year
olds
7 year
olds
8 year
olds
9 year
olds
Av
g.
Fre
q.
of
Use
on
BA
PA
Consonant Cluster Reduction in English
Monolingual
Bilingual
0
0.1
0.2
0.3
0.4
0.5
0.6
3 year
olds
4 year
olds
5 year
olds
6 year
olds
7 year
olds
8 year
olds
9 year
olds
Av
g.
Fre
q.
of
Use
on
BA
PA
Final Consonant Deletion in English
Monolingual
Bilingual
0
0.1
0.2
0.3
0.4
0.5
0.6
3 year
olds
4 year
olds
5 year
olds
6 year
olds
7 year
olds
8 year
olds
9 year
olds
Av
g.
Fre
q.
of
Use
on
BA
PA
Consonant Sequence Reduction in
English
Monolingual
Bilingual
Substitution Processes
0
0.5
1
1.5
2
2.5
3
3.5
4
3 year
olds
4 year
olds
5 year
olds
6 year
olds
7 year
olds
8 year
olds
9 year
olds
Av
g.
Fre
q.
of
Use
on
BA
PA
Gliding in English
Monolingual
Bilingual
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
3 year
olds
4 year
olds
5 year
olds
6 year
olds
7 year
olds
8 year
olds
9 year
olds
Av
g.
Fre
q.
of
Use
on
BA
PA
Vowelization in English
Monolingual
Bilingual
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
3 year
olds
4 year
olds
5 year
olds
6 year
olds
7 year
olds
8 year
olds
9 year
olds
Av
g.
Fre
q.
of
Use
on
BA
PA
Deaffrication in English
Monolingual
Bilingual
0
0.1
0.2
0.3
0.4
0.5
0.6
3 year
olds
4 year
olds
5 year
olds
6 year
olds
7 year
olds
8 year
olds
9 year
olds
Av
g.
Fre
q.
of
Use
on
BA
PA
Velar Fronting in English
Monolingual
Bilingual
More Substitution Processes
0
0.5
1
1.5
2
2.5
3 year
olds
4 year
olds
5 year
olds
6 year
olds
7 year
olds
8 year
olds
9 year
olds
Av
g.
Fre
q.
of
Occ
urr
en
ce o
n B
AP
A
Fricative Simplification in English
Monolingual
Bilingual
0
0.5
1
1.5
2
2.5
3
3.5
4
3 year
olds
4 year
olds
5 year
olds
6 year
olds
7 year
olds
8 year
olds
9 year
olds
Av
g.
Fre
q.
of
Use
on
BA
PA
Stopping in English
Monolingual
Bilingual
0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
1.8
3 year
olds
4 year
olds
5 year
olds
6 year
olds
7 year
olds
8 year
olds
9 year
olds
Av
g.
Fre
q.
of
Use
on
BA
PA
Devoicing in English
Monolingual
Bilingual
Sp
ee
ch S
ou
nd
Acq
uis
itio
n
Separate, but interacting systems
Interactional Dual Systems Model of phonological representation
suggests that bilingual children possess two separate phonological
systems with mutual influence. These systems are separate, yet non-
autonomous (Paradis, 2001).
Sp
ee
ch S
ou
nd
Acq
uis
itio
n
How do languages interact?
• Positive transfer
– Occurs when forms/structures are consistent across two languages.
• Negative Transfer
– Occurs when forms/structures are not consistent across two languages.
Clinical Implications
• Understanding
phonological
process use in
bilinguals will help
us more accurately
diagnose
phonological
impairments.
Difference or Disorder?
Understanding Speech and Language
Patterns in Culturally and Linguistically
Diverse Students
Rapidly identify speech-language
patterns related to second language
acquisition to
distinguish difference from disorder.
