Phonological Development in Spanish-English Bilingual Children

Patterns of Phonological Processes in

Spanish‐English Bilingual Children

Ellen Stubbe KesterScott Prath

November 12, 2015ASHA, Denver

Disclosure Statement

Nonfinancial — None

Financial —

Ellen Kester is the founder and owner of Bilinguistics. Ellen Kester and Scott Prathreceive salaries from Bilinguistics. Bilinguistics receives royalties from products that are mentioned in this presentation.

4

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

Bilinguistics 2015 5



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Disproportionality

ELLsBilinguistics 2015 10

57%21%

9%13%

1. Delayed Phonological

4. Articulation Disorder

3. Inconsistent Deviant

2. Consistent Deviant

Broomfield and Dodd, 2004

Defining Speech Sound Disorders(SSD)



“If I have seen further, it is by standing on the

shoulders of giants.”

‐‐Isaac Newton, 1676

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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 Prezas,Hodson & Aikins

2014 Taveras, Namazi, Pazuelo & Casado

2004 Goldstein, Fabiano & Iglesias

2004Arnold, Curran, Miccio, & Hammer

2008 Grech & Dodd

Studies of Phonological Skills in Bilingual Children

2014 Dubasik & Ingram

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

Spontaneous and imitated productions in Spanish‐Speaking Children with Phonological Disorders

• Evaluated 12 Spanish‐speaking children with phonological disorders to analyze spontaneous versus elicited responses.– Found that imitated responses can be incorporated in diagnostic analyses


Goldstein, Fabiano & Iglesias, 2004

Sequential and simultaneous acquisition of Spanish and English consonants

• Simultaneous and sequential bilingual 3‐4‐year olds had patterns of sound acquisition similar tomonolingual peers


Arnold, Curran, Miccio, & Hammer, 2004

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

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 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 produced lower consonant accuracy than monolingual Spanish speakers

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


Fabiano‐Smith & Goldstein, 2010

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 displayed lower frequency of occurrence of WSD, Spirantization, & Fronting than monolingual English speaking peers


Goldstein & Bunta, 2011

Phonological Patterns in Dominican Spanish‐English Bilingual Preschoolers: Implications for Assessment

• Explored phonological patterns 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

Phonological Assessment and Analysis of Bilingual Preschoolers’ Spanish and English Word Productions

• Studied 56 4‐ and 5‐year‐old bilingual children and found– No differences between boys and girls– Differences between 4‐year‐olds and 5‐year‐olds


Presas, Hodson & Aikins, 2008

Dubasik & Ingram, 2014

• Examined three pairs of children with TD and phonological delay at two points in time.– Found there is variation among children.– Children with phonological delay were less accurate than their peers with TD at Time 1 and Time 2.


Why such variation in findings?


The Current Study

• What are the patterns of phonological processes in Spanish‐English bilingual children?


179 Participants

05101520253035404550

Age of Participants

3 year old4 year old5 year old6 year old7 year old8 year old


Procedures


• Possibility of a Test Mode Effect• No significant differences in performance found for children ages 7‐8 between computer‐based testing (CBT) and paper‐based testing (PBT) (Sim & Horton, 2005)

Children also showed a preference for computer‐

based assessments

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 chanclaconejo llorandopan

• In English we distinguished between medial (intervocalic) consonants and medial consonants within a consonant sequence

English: /n/neck blanketdinosaur plant

Kitchen


An iPad Speech Assessment for English and Spanish Speakers

Click here to see more about

the BAPA

http://bilinguistics.com/catalog/products/bilingual-articulation-phonology-assessment-bapa/

Procedures• 5 administrators

– Bilingual– Have their CCCs– 5 or more years experience

• Fill out name age, and dialect influence

• 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/TrillDeviation

Cluster Red/Del Unstressed SylDel

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

Average Freq

uency of Occurrence on

BAP

A

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

Results ‐ Spanish


0

0.2

0.4

0.6

0.8

1

1.2

1.4

Flap/TrillDeviation

Cluster Red/Del Unstressed SylDel

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

Average Freq


BAP

A

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 FricativeSimplification

Vocalization

Average Freq


BAP

A

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

Results ‐ English


0

0.2

0.4

0.6

0.8

1

1.2

1.4

CCRed/Del Unstressed Syl.Del


Vocalization

Average Freq


BAP

A

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

Results – English (adjusted)


0

0.2

0.4

0.6

0.8

1

1.2

1.4

CCRed/Del UnstressedSyl. Del


Vocalization

Average Freq


BAP

A

Bilingual Children's Use of Phonological Processes in English Adjusted for Spanish‐Influenced Processes ‐ All Participants

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 U

se on BA

PASubstitution Processes ‐ Spanish

Gliding

Stopping

Fricative Simpl.

Devoicing

Flap/Trill Deviation

Deaffrication


0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

2


Avg. Freq. of U

se on BA

PASyllable 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


Avg. Freq. of U

se on BA

PASubstitution 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


Avg. Freq. of U

se on BA

PASyllable Structure Processes ‐ English

CCRed/Del

Unstressed Syl. Del.

Cons. Seq. Red

FCD



0

0.5

1

1.5

2

2.5


Avg. Freq. of U

se on BA

PASubstitution Processes ‐ Eng Adjusted

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


Avg. Freq. of u

se on BA

PASyllable Structure Processes

English ‐ Adjusted

CCRed/Del

Unstressed Syl. Del.

Cons. Seq. Red

FCD

00.51

1.52

2.53

3.54

Spanish

00.51

1.52

2.53

3.54

English

00.51

1.52

2.53

3.54

English Adjusted for Spanish‐Influenced Errors


Bilingual children in this study:

• Demonstrate a decreasing use of phonological processes over time. By age 8 processes are suppressed

• Use more processes and a higher frequency of processes in English than in Spanish

• Greater influence of Spanish on English productions than the reverse


Separate, but interacting systemsInteractional 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).


Unified Competition Model

• 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.


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