English Speech Acquisition in 3- to 5-Year-Old Children Learning Russian and English

Gildersleeve-Neumann, Christina E.; Wright, Kira L.

doi:10.1044/0161-1461(2009/09-0059)

Cited by 40 publications

(47 citation statements)

References 26 publications

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“…This is similar to other speech acquisition studies (e.g. Dodd et al, 2003;Gildersleeve-Neumann & Wright, 2010;Mowrer & Burger, 1991). This age group was selected as it is well documented that much phonological development occurs in the pre-school years and single word assessments can be used with children between these ages.…”

Section: Selection Criteriamentioning

confidence: 95%

“…In their survey of clinical practice, Pascoe et al (2010) reported that some clinicians adapt methods of administration of assessments and in some instances translate items. Stow and Dodd (2003) note that translation of assessments may alter what a test aims to assess-they expressed concern that this may lead to both linguistic changes and culturally inappropriate to assess and manage bilingual and/or multilingual children (Gildersleeve-Neumann & Wright, 2010). Working in such environments requires clinicians to have an in depth knowledge of both or all the languages used by the child.…”

Section: Speech-language Therapy In South Africamentioning

confidence: 99%

See 1 more Smart Citation

Phonological development of first language isiXhosa-speaking children aged 3;0–6;0 years: A descriptive cross-sectional study

Maphalala¹,

Pascoe²,

Smouse

2014

Clinical Linguistics & Phonetics

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Section: Selection Criteriamentioning

confidence: 95%

Section: Speech-language Therapy In South Africamentioning

confidence: 99%

Phonological development of first language isiXhosa-speaking children aged 3;0–6;0 years: A descriptive cross-sectional study

Maphalala¹,

Pascoe²,

Smouse

2014

Clinical Linguistics & Phonetics

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“…In parallel, word final obstruent devoicing is likely influenced by the realisation rules of the Korean word final stops which are always voiceless, unreleased and unaspirated. These erroneous productions of word final consonants in both languages reflect a characteristic of bilingual phonological development in which the realisation rules specific to one language are overgeneralised to production of the other language [31,51]. Lateralisation of flap and laxing in Korean are also cross-linguistic in nature, as they were influenced by the realisation rules of English.…”

Section: Common Error Typesmentioning

confidence: 99%

“…These erroneous productions could be due to both developmental and cross-linguistic effects that operate simultaneously during phonological development in bilingual children [26]. In other words, the transient and inconsistent pattern of erroneous productions of English /s/ and /ʃ/ may reflect underspecified realisation rules due to the presence of two phonological systems that are being reorganised [27,31,51]. Such reorganisation of phonological systems is likely manifested in /s/ and /ʃ/, because these two segments must be organised into two separate phonemic categories in English but into a single phonemic category in Korean [51,52].…”

Section: Common Error Typesmentioning

confidence: 99%

Phonological Skills in Korean-English Bilingual Children: Phonetic Inventory and Segmental Accuracy

Kim

Ballard

McCann

2017

Clin Arch Commun Disord

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Purpose: Type of surface-level speech errors can be diagnostically valuable information to identify children with speech sound disorder (SSD). There is a lack of such information for bilingual children, which makes identifying bilingual children with SSD a significant challenge. This article reports on error production in Korean-English bilingual (KEB) children.Methods: Single-word samples were collected from 52 KEB children aged between 3;0 and 7;11. The word productions were analysed for error and compared to the existing date from monolingual English-speaking (ME) and monolingual Korean-speaking (MK) children.Results: While some children's error production was similar to what would be expected in respective monolingual children, other children produced errors that would be considered delay, atypical or even advanced for their monolingual counterparts in both of their languages. No reliable factors could be identified to determine the characteristics associated with delay, atypical or advanced error production compared to monolingual children. Conclusions:There are qualitative differences in phonological development between monolingual and bilingual children. The clinical use of available monolingual normative data is likely to lead to an inaccurate diagnosis of SSD. Small cohort studies in bilingual phonological development should not be taken as normative data in clinical practice due to heterogeneity.

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“…The number of speakers of Russian as a mother tongue in Canada in 2011 was 169,950 (or 0.5% of the population). While the number of Russian-English bilingual children in North America has been growing, very little is known about Russian-English bilingualism not only in Canada, but in North America in general (Gildersleeve-Neumann & Wright, 2010).…”

Section: Introductionmentioning

confidence: 99%

Russian language proficiency of monolingual and Russian–English bi/multilingual children

Makarova

Terekhova

2017

OLBIWP

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This paper reports the results of a study investigating the Russian-language proficiency of bi/multilingual (Russian-English [+additional language]) children in Saskatchewan, Canada, as compared to monolingual children in Russia. Very few studies of Russo-English bilingual children's language performance are available in the Canadian context, and no studies have ever been conducted in Saskatchewan, where input is severely restricted compared to other contexts due to demographic reasons. The major impetus for the study was therefore to determine if in these settings, bi/multilingual children can develop minority language proficiency comparable to that of their monolingual peers in Russia. The methodology employed in the study focuses on the linguistic analysis of audio recordings of a picture description task performed by participants. Oral language proficiency parameters (including vocabulary, fluency, and syntactical complexity) in the speech of the 5-6-year-old bi/multilingual children were compared with the ones produced by a control group (monolingual children) from Russia. The results demonstrate that the oral language proficiency in the bilingual group is on a par with that of the monolingual group. However, reading and writing skills of the bi/multilingual group are less developed than in the control group. OLBI WORKING PAPERS canadien, et aucune étude n'a été menée en Saskatchewan, où l'exposition langagière est drastiquement limitée comparée à d'autres contextes, dû à des motifs démographiques. Par conséquent, la principale motivation de notre étude était de déterminer si, dans de tels contextes, les enfants bi-ou plurilingues étaient en mesure d'acquérir des compétences langagières similaires à leurs pairs monolingues en Russie. La méthodologie employée consiste en l'analyse linguistique des enregistrements auditifs d'une description d'images effectuée par les participants. Les paramètres de la performance de la langue orale (incluant le vocabulaire, l'aisance langagière, et la complexité syntaxique) des enfants bi/multilingues âgés de 5 à 6 ans, sont comparés à ceux d'un groupe témoin (enfants monolingues) de Russie. Les résultats démontrent que la performance en langue orale du groupe bilingue est similaire à celle du groupe monolingue. Cependant, les compétences en lecture et en écriture du groupe bi/multilingue sont moins développées que celles du groupe témoin.

show abstract

English Speech Acquisition in 3- to 5-Year-Old Children Learning Russian and English

Cited by 40 publications

References 26 publications

Phonological development of first language isiXhosa-speaking children aged 3;0–6;0 years: A descriptive cross-sectional study

Phonological development of first language isiXhosa-speaking children aged 3;0–6;0 years: A descriptive cross-sectional study

Phonological Skills in Korean-English Bilingual Children: Phonetic Inventory and Segmental Accuracy

Russian language proficiency of monolingual and Russian–English bi/multilingual children

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