Patterns of Phonological Processes in Spanish‐English Bilingual Children Ellen Stubbe Kester Scott Prath November 12, 2015 ASHA, Denver
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.
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57%21%
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1. Delayed Phonological
4. Articulation Disorder
3. Inconsistent Deviant
2. Consistent Deviant
Broomfield and Dodd, 2004
Defining Speech Sound Disorders(SSD)
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“If I have seen further, it is by standing on the
shoulders of giants.”
‐‐Isaac Newton, 1676
All of the documents and charts in this presentation can be downloaded from our Free Resource Library.
Click here to visit the Resource Library
Bilinguistics 2015 15
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
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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.
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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
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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
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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
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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
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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.
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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
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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
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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
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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
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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.
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The Current Study
• What are the patterns of phonological processes in Spanish‐English bilingual children?
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179 Participants
05101520253035404550
Age of Participants
3 year old4 year old5 year old6 year old7 year old8 year old
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• 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
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• 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
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
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Results ‐ Spanish
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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
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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
“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
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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
uency of Occurrence on
BAP
A
Bilingual Children's Use of Phonological Processes in English ‐ All Participants
Results ‐ English
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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
uency of Occurrence on
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)
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0
0.2
0.4
0.6
0.8
1
1.2
1.4
CCRed/Del UnstressedSyl. Del
Gliding Cons. Seq. Red Stopping Devoicing Deaffrication FCD FricativeSimplification
Vocalization
Average Freq
uency of Occurrence on
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
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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
Avg. Freq. of U
se on BA
PASyllable Structure Processes ‐ Spanish
Final Cons. Del.
Cluster Red/Del
Cons. Seq. Red
Unstressed Syl Del
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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
Avg. Freq. of U
se on BA
PASubstitution Processes ‐ English
Gliding
Stopping
Fricative Simplif.
Devoicing
Vocalization
Deaffrication
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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
Avg. Freq. of U
se on BA
PASyllable Structure Processes ‐ English
CCRed/Del
Unstressed Syl. Del.
Cons. Seq. Red
FCD
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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
Avg. Freq. of U
se on BA
PASubstitution Processes ‐ Eng Adjusted
Gliding
Stopping
Fricative Simplif.
Devoicing
Vocalization
Deaffrication
Bilinguistics 2015 54
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
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
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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
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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).
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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.
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Clinical Implications
• Understanding phonological process use in bilinguals will help us more accurately diagnose phonological impairments.
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