My Client Is Using Non-English Sounds! A Tutorial in Advanced Phonetic Transcription. Part 1: Consonants

Ball, Martin J.; Müller, Nicole; Rutter, Ben; Klopfenstein, Marie

doi:10.1044/cicsd_36_f_133

Cited by 13 publications

(4 citation statements)

References 34 publications

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“…Furthermore, word-final plosives may arise phonetically as ingressive clicks: clearly, training and practising SLTs need be aware of the existence of word-final ingression in child speech disorder. Therefore, training in the phonetic identification of speech sounds that lie outside of the natural system of English is essential in order to provide an accurate and detailed narrow notation of the IPA: without good phonetics there can be no reliable intervention plan (Ball et al 2009). Additionally, SLTs should be aware of the non-lexical meaning that can be conveyed by ingressive speech errors, i.e., the listener may perceive distress or displeasure where none is intended.…”

Section: Discussionmentioning

confidence: 99%

Ingressive speech errors: a service evaluation of speech-sound therapy in a child aged 4;6

Hrastelj

Knight

2016

International Journal of Language & Communication Disorders

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Although ingressive speech sounds are largely absent in the sound system of English, they do occur as speech-sound errors in child speech disorder and respond to phonological therapy within the context of home and school environment. Therefore, training in the phonetic identification of speech sounds outside the system of English is essential. Additionally, non-lexical factors associated with ingression also influence the child's intelligibility and should be explored further in future research.

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Section: Discussionmentioning

confidence: 99%

Ingressive speech errors: a service evaluation of speech-sound therapy in a child aged 4;6

Hrastelj

Knight

2016

International Journal of Language & Communication Disorders

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“…The choice of the type of phonetic transcription (systematic or impressionistic) and the level of detail in the representation of phonetic variation (broad vs. narrow transcription) depends on the client group and specific aims of the auditory analysis (e.g., Grunwell, 1987;Heselwood, 2013;Laver, 1994). While broad systematic (phonemic) transcription might be sufficient when dealing with phonological disorders in children, a more detailed narrow impressionistic transcription is often required to accurately reflect productions of individuals with cleft palate (Harding & Grunwell, 1996) or hearing impairment (Teoh & Chin, 2009) or of clients with diverse linguistic backgrounds (Ball, Müller, Rutter, & Klopfenstein, 2009;McLeod, et al, 2017). It is therefore essential that student SLTs receive appropriate training to acquire phonetic transcription skills and are able to confidently use them in the clinic.…”

Section: Transcriptionmentioning

confidence: 99%

Students’ views and experiences of the training and use of phonetic transcription in speech and language therapy – the Irish perspective

Shaw

Yanushevskaya

2021

Clinical Linguistics & Phonetics

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Phonetic transcription is an essential skill for a practicing speech and language therapist (SLT) required during the assessment, diagnosis and management of clients with speech difficulties. It is vital that appropriate training is received by student SLTs to ensure that they carry out phonetic transcription accurately and reliably once out in the workplace. This study investigates the views and experiences of final year SLT students regarding the training in phonetic transcription they received in university, with the aim to identify what poses difficulties for them and what could be done to enhance their learning. Responses from 40 participants representing one cohort of SLT students, graduates of a particular year, were collected using an online questionnaire based, with some changes, on Knight et al (2018).The majority of the respondents consider phonetic transcription an important professional skill and plan on maintaining it after graduating. Learning phonetic transcription was easy/quite easy for 57% of the respondents, however, the confidence in transcription skills was rather low: 70% of them reported not being confident and fully equipped to enter the 2 workforce with their transcription skills. The main difficulties were associated with narrow (impressionistic) transcription and transcription of disordered speech. 58% of the respondents found the teaching environment suitable; however, a recurring theme is the need for smallgroup tutorials during which the lecturers could provide feedback to individual students more efficiently. Participants' responses suggest that more clinically relevant transcription practice of disordered speech, the opportunity to refresh and apply phonetic transcription skills throughout the four-year curriculum and smaller group teaching would benefit their learning and enhance their confidence using transcription on placements and in the workforce.

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“…This is a substantial number of symbols to become familiar with and learn to identify and use in a single course. Nonetheless, it is pertinent that students learn non-English symbols because they may be representative of clients' speech behaviors which consists of non-English sounds [3]. Teaching and using textbooks that only English IPA symbols is a disadvantage given the increasing number of English language learners (ELLs) in the United States.…”

Section: Editorialmentioning

confidence: 99%

The "State" of Phonetic Transcription in the Field of Communication Sciences and Disorders

Randolph¹

2015

J Phonet and Audiol

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My Client Is Using Non-English Sounds! A Tutorial in Advanced Phonetic Transcription. Part 1: Consonants

Cited by 13 publications

References 34 publications

Ingressive speech errors: a service evaluation of speech-sound therapy in a child aged 4;6

Ingressive speech errors: a service evaluation of speech-sound therapy in a child aged 4;6

Students’ views and experiences of the training and use of phonetic transcription in speech and language therapy – the Irish perspective

The "State" of Phonetic Transcription in the Field of Communication Sciences and Disorders

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