Lexical-phonological interactions in bilingual children

Kehoe, Margaret

doi:10.1177/0142723715574398

Cited by 20 publications

(17 citation statements)

References 44 publications

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“…In fact, her results showed that speech production proficiency in one language was the best predictor of segmental accuracy in the other language. Other studies of bilingual children learning other language pairs have documented correlations and interaction between phonological systems (Mayr et al, 2015;Kehoe, 2015). Taken together, these findings suggest, in line with the predictions of the Unified Competition Model (MacWhinney, 2005), that speech production abilities in one language may be highly predictive of speech production abilities in the other language, at least when the languages share similar sounds and phonological structures.…”

Section: Relationships Between Phonological Skillssupporting

confidence: 76%

“…For example, Marchman, Martínez-Sussmann and Dale (2004) and Conboy and Thal (2006) documented strong, positive within-language correlations between lexical and grammatical abilities in bilingual toddlers. Evidence for within-language associations between phonology and other language components has also recently been found (Kehoe, 2011(Kehoe, , 2015Scarpino, 2011). Scarpino, for instance, found that a large portion of the variance in the phonological skills of 199 Spanish-English bilinguals between the ages of 37 and 77 months was predicted by vocabulary scores.…”

Section: Relationships Between Phonological Skillsmentioning

confidence: 77%

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Bilingual Speech Sound Development During the Preschool Years: The Role of Language Proficiency and Cross-Linguistic Relatedness

Montanari

Mayr

2018

J Speech Lang Hear Res

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Purpose The purpose of this study was to investigate typical Spanish–English speech sound development longitudinally in a group of bilingual preschoolers enrolled in a Head Start Program and to examine the extent to which such development is linked to language proficiency. The study also aimed to identify whether speech development is related cross-linguistically and to improve our understanding of error patterns in this population. Method Thirty-five bilingual preschool children produced single-word speech samples in Spanish and English both at the beginning of their first and their second year in a Head Start Program. Conversational samples in both languages were also collected at these data points to calculate mean length of utterance in words (MLUw) and thus assess the children's linguistic proficiency. The phonetically transcribed speech samples were compared over time in terms of segmental accuracy measures and error pattern frequencies. Correlation analyses were run to examine the relation between segmental accuracy measures across languages and between speech sound production and MLUw. Results One-way within-subject analysis of variance revealed significant improvements in accuracy over time in both languages, but not always for cross-linguistically unshared segments, nor for all consonant manner classes. Overall error rates decreased over time in both languages; although, certain error types showed no change. Cross-linguistic interactions were low in both languages. The results also revealed significant cross-linguistic correlations in segmental accuracy between Spanish and English, as well as between MLUw and speech sound production in both languages on a range of measures, with language-specific differences in Year 2 of the Head Start Program, but not in Year 1. Conclusions This study is the first to document developmental changes in the speech patterns of Spanish–English bilingual preschool children over 1 year. Accuracy rates improved significantly in both languages, suggesting that enhanced exposure to the majority language at school may not impede phonological development in the home language. Bootstrapping effects were particularly pronounced on cross-linguistically shared sounds, which suggests that the same underlying skills are utilized in both languages, whereas language-specific singleton consonants and consonant clusters did not appear to benefit from exposure to the other language. The results also suggest an intricate link between phonological skills and morphosyntactic performance at the early stages of development, but a more complex pattern thereafter with differences that may be based on language-specific phonological properties.

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Section: Relationships Between Phonological Skillssupporting

confidence: 76%

Section: Relationships Between Phonological Skillsmentioning

confidence: 77%

Bilingual Speech Sound Development During the Preschool Years: The Role of Language Proficiency and Cross-Linguistic Relatedness

Montanari

Mayr

2018

J Speech Lang Hear Res

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“…The influence of the lexicon Studies in monolingual acquisition document a clear relationship between number of words in a child's productive lexicon and phonological ability (Bortolini & Leonard, 2000;Kehoe, Chaplin, Mudry, & Friend, 2015;Paul & Jennings, 1992;Petinou & Okalidou, 2006). To date, the relationship between phonology and the lexicon has not been extensively studied in bilingual children, with some exceptions (Kehoe, 2011(Kehoe, , 2015bScarpino, 2011;Vihman, 2002Vihman, , 2016. Scarpino (2011) examined which factors were the best predictors of phonological production in a large group of Spanish-English children (n = 199), aged 3;0 to 6;4.…”

Section: Factors Accounting For Phonological Performance In Monolingumentioning

confidence: 99%

Bilingual phonological acquisition: the influence of language-internal, language-external, and lexical factors

Kehoe

Havy

2018

J. Child Lang.

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This study examines the influence of language-internal (frequency and complexity of linguistic properties), language-external (percent French input, socioeconomic status (SES), and gender), and lexical factors (size of total and French vocabulary) on the phonological production abilities of monolingual and bilingual French-speaking children, aged 2;6. Children participated in an object and picture naming task in which they produced words selected to test different phonological properties. The bilinguals’ first languages were coded in terms of the frequency and complexity of these phonological properties. Results indicated that bilinguals who spoke languages characterized by high frequency/complexity of codas and clusters had superior results in their coda and cluster accuracy in comparison to monolinguals. Bilinguals also had better coda and cluster accuracy scores than monolinguals. These findings provide evidence for cross-linguistic interaction in combination with a ‘general bilingual effect’. In addition, percent French exposure, SES, total vocabulary, and gender influenced phonological production.

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“…2 Recall that while the present paper focuses on the production domain for the sake of brevity, a complete account of childspecific phonetic pressures would also consider perceptual differences between child and adult speakers. 3 Kehoe (2015) points out that there currently exist no large-scale studies systematically documenting the prevalence of templates and/or lexical selection effects. Until such research is conducted, we are unable to determine whether these phenomena are common (or even universal), or if they characterize only a specific subset of children.…”

Section: Short Biographiesmentioning

confidence: 99%

“…Kehoe () points out that there currently exist no large‐scale studies systematically documenting the prevalence of templates and/or lexical selection effects. Until such research is conducted, we are unable to determine whether these phenomena are common (or even universal), or if they characterize only a specific subset of children.…”

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confidence: 99%

Motor Influences on Grammar in an Emergentist Model of Phonology

Byun

Tessier

2016

Language and Linguist. Compass

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Any account aiming to provide a comprehensive picture of children's acquisition of speech must consider both the development of the phonological grammar and the maturation of the structures and motor skills used to implement the sounds of a language. Much previous literature has been marked by a tendency to draw sharp demarcations between motor and grammatical influences, or to assert that all of child speech can be reduced to one or the other. This paper argues that it is neither necessary nor desirable to segregate speech‐motor development from grammatical development when modeling speech acquisition, because they are fundamentally intertwined. The paper focuses on bringing together two literatures that have evolved largely independently. The first explores how speech‐motor patterns practiced during babbling come to be disproportionately represented in the lexicon in children's earliest stages of meaningful speech. The second posits that abstract elements of phonology – segments, features, and constraints – can be understood to emerge from generalizations over stored memory traces at a more holistic level. We argue that an emergentist model of phonological learning can be enhanced by incorporating the insight that memory traces of strings that have been heard and produced are encoded more robustly than strings that have only been heard.

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Lexical-phonological interactions in bilingual children

Cited by 20 publications

References 44 publications

Bilingual Speech Sound Development During the Preschool Years: The Role of Language Proficiency and Cross-Linguistic Relatedness

Bilingual Speech Sound Development During the Preschool Years: The Role of Language Proficiency and Cross-Linguistic Relatedness

Bilingual phonological acquisition: the influence of language-internal, language-external, and lexical factors

Motor Influences on Grammar in an Emergentist Model of Phonology

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