THE INFLUENCE OF A SECOND LANGUAGE ON THE ACQUISITION OF SOUNDS
DIFFERENCE VS. DISORDER
NORMALDEVELOPMENTAL
ERRORS
NATIVE-LANGUAGE INFLUENCE
ATYPICAL ERRORS
• Speech development from:• 0-36 months
• 36 months forward
• With:• Spanish
• English
• Crosslinguistic Influence
SIMILARITIES
DIFFERENCES
+ = Positive transfer
+ = Negative transfer
Positive Transfer ‐ Speech
• [b] exists in English, Spanish, and Vietnamese
• [n] exists and can occur in final position in English, Spanish, and Vietnamese,
• If a child can produce it in L1, that skill transfers well to English production
bean → bean
Negative Transfer ‐ Speech
When learning a second language children often use the closest sound/combination in their repertoire.
– Voiceless [th] exists in English but not Vietnamese or Spanish
– Consonant clusters cannot occur in word final position in Spanish and do not exist in Vietnamese
think→ n 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
• 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
www.bilinguistics.com
THE DIFFERENCES AND SHARED CHARACTERISTICS OF TWO SOUND SYSTEMS
BILINGUAL SPEECH EVALUATION: 3 IMPORTANT STEPS
1. Shared and unshared sounds/processes
2. Phonotactics of each languageThe set of permissible sequences of sounds in a given language
3. Developmental acquisition within each language
Shared vs. Unshared Sounds1
Phonotactic Constraints
Consonant Clusters
Syllables
Position of Sounds in Words
2 DEVELOPMENTAL CHART3
/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/
1• S-clusters are not allowed in word initial
position• Clusters are not permitted in word final
position• Few words end in consonants• Only [s, n, r, l, d,] are allowed in word final
position
Spanish Phonotactics2
COMPARISON OF SPANISH & ENGLISH
3
Cluster reductionStoppingFronting
AssimilationGliding
Final consonant deletionDeaffrication
Tap/Trill Deviation Vocalization
SPANISH ENGLISH
PHONOLOGICAL PROCESSES: NORMS
HOW TO COLLECT SPEECH INFORMATION THROUGH THE REFERRAL PROCESS
www.bilinguistics.com INITIAL DATA
• Hearing Concern
• Parent Concern
• Teacher Concern
• I can’t understand the words that my student uses.
• My student doesn’t speak enough, is confusing, or can’t understand me.
Part A - Everyone
Part B – Which best describes your student
IDENTIFY IF SOUNDS ARE AGE APPROPRIATE
• Sounds in English ordered by age.
IDENTIFY IF SOUNDS ARE AGE APPROPRIATE
• Sounds ordered by age
/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/
/b/ /d/ /g/ /p/ /t/ /θ/ /r/ /ʃ/ /dʒ /
Mandarin
Russian
THE INFLUENCE OF A SECOND LANGUAGE ON THE ACQUISITIONS OF SOUNDS
MANDARIN AND CANTONESE
• Both tonal languages (rising and falling intonation)
• The tonal systems of the languages differ• Mandarin has 4 distinct tones and 1 neutral tone
• Cantonese has 6-9 tones (linguists debate)
• The combination of intonation and sounds provide meaning to syllables
MANDARIN & CANTONESE PHONOTACTICS
• Stop consonants are contrasted by aspiration unlike English voiced and voiceless contrasts
• No consonant clusters
• Words are monosyllabic
• Only a few consonants are allowed at the end of a word• Mandarin allows /n, ŋ, ʔ / in final word position
• Cantonese allows / t, k, p, m, n, ŋ / in word final position
COMMON PATTERNS NOTED IN ENGLISH FOR NATIVE SPEAKERS OF MANDARIN AND CANTONESE
• Omission of final consonants
• Devoicing of voiced sounds
• Lack of differentiation between /l/ and /r/
• Addition of the schwa between consonants in a cluster
/pʰ/ /tʰ//kʰ/ /kʷ/
/kʷʰ/ /ʔ/
/b/ /d/ /g/ /v/ /z//ʃ/ /ʒ/
/tʃ/ /dʒ//θ/ /ð/ /ɹ/
CANTONESE ENGLISH
/p/ /m/ /f/ /t/ /s/ /l//k/ /ŋ/ /n/ /h/ /w/ /j/
/œ//ɵ/ /ɐ/ /y/
/e/ /æ/ /o/ /ʌ/
/ә/ /ɑ/
/i/ /ɪ/ /ɛ/ /a/ /u/ /ʊ/ /ɔ/
CANTONESE ENGLISH
/pʰ/ /tʰ/ /ts/ /tsʰ/
/ɕ/ /tɕ/ /tɕʰ/ /ʂ/ /ʐ/ /tʂ/ /tʐ/ /kʰ/ /ʔ/
/x/ /ɽ /
/b/ /d/ /g/ /h/ /w/ /j//v/ /z/ /ʃ/
/ʒ/ /tʃ/ /dʒ/ /θ/ /ð/ /ɹ/
MANDARIN ENGLISH
/p/ /m//f/ /t//s/ /l/
/k/ /ŋ//n/ /h//w/ /j/
/œ//ɵ/ /ɐ/ /y/
/e/ /æ/ /o/ /ʌ/
/ә/ /ɑ/
/i/ /ɪ/ /ɛ/
/a/ /u/ /ʊ/
/ɔ/
MANDARIN ENGLISH
HINDI/URDU
• Hindi and Urdu are mutually intelligible languages, though mutual intelligibility decreases in specialized contexts.
• Related to Persian and Arabic and also influenced by English
HINDI/URDU PHONOTACTICS
• Consonant clusters are uncommon
• No initial consonant clusters are allowed in Urdu
• In Hindi, a vowel is often inserted prior to word initial consonant clusters(iskul)
• Mostly monosyllabic words (except borrowed words)
• Words never begin with /R/ or /Rh/
• Words do not end in / ɖ /, /ɖh/ and /ph/
/ɲ/ /ɽʱ/ /t̪ʰ//ʋ/ /q/ /d̪ʱ/ /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/
IPA Audio
/ɑ/ /æ/ /ɔ/ /ʊ//u/ /ʌ/
/ɛ/ /ɪ/ /i//e/ /i/ /o/
/u/
HINDI ENGLISH
TAGALOG
• A language spoken in the Phillipines.
• Its general form is often called Filipino
• Related to Spanish, Malay, Javanese, Hawaiian, English, Hindi, Arabic, Sanskrit, Chinese, Japanese and Tamil.
TAGALOG PHONOTACTICS & PHONOLOGY
• Primary stress occurs on the last or next-to-last syllable
• Words frequently end in glottal stops
• Very few consonant clusters
• The consonants / tʃ , n, w, r / are represented in both languages; however, they are produced in different places.
/ɴ̺/ /tʃ̺/ /ɾ/ /ɲ/ /ʔ/
/w/ /v/ /n/ /ŋ/ /w//z/ /ʃ/
/ʒ/ /tʃ/ /dʒ/ /θ/ /ð/ /ɹ/
TAGALOG ENGLISH
/p/ /b//t/ /d//k/ /g/
/m/ /f/ /s//l/ /h/
/j/
/ɪ/ /ɛ/ /æ/
/ɔ//ʊ/ /ɚ/ /ә/
/ʌ/
/i/ (/ɪ/) /e/ (/ɛ/)/a/ (/ә/) /o/ (/ɔ/)/u/ (/ʊ/)
TAGALOG ENGLISH
VIETNAMESE
• A tonal language with 6 distinct phonemic tones (variations in pitch and stress)
• Three different types of phonemes• Consonants
• Vowels
• Tones
• A monosyllabic language (except borrowed words)
VIETNAMESE CONSONANTS AND VOWELS
• 24 Consonants
• 11 Single Vowels
• 30 Vowel Combinations (Diphthongs and Triphthongs)
• Consonants can occur in word initial and final positions (monosyllabic so no medial Cs)
• Final consonants are voiceless stops or nasals
/th / /ʈ//c//ʔ/ /ɲ/
/ɣ//x/ /ɽ/
/ð/ /dʒ//ŋ/ /θ/
/ʃ//v/ /s/
/ʒ/
VIETNAMESE ENGLISH
/p/ /b/ /t/ /d/ /k/ /ɡ/ /m/ /n/
/j/ /w/ /f/ /z/ /h/ /tʃ/
/l/ /r/
/ɯ/ /ɤ/ /ɤ̌/ /ɑ̆/ /ɔ̌/
/ʌ/ /ɪ/ /e/ /o/
VIETNAMESE ENGLISH
/ɑ/ /æ/ /ɔ/ /ʊ/
/u/ /ɛ/ /i/
FIND INFORMATION ON THE SECOND LANGUAGE
• “difference between ___________ and English Language”
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
• Phonotactic constraints can result in cross-linguistic influence.