The influence of bilingualism on speech production: A systematic review

Hambly, Helen F; Wren, Yvonne; McLeod, Sharynne; Roulstone, Sue

doi:10.1111/j.1460-6984.2012.00178.x

Cited by 128 publications

(104 citation statements)

References 86 publications

(287 reference statements)

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“…The number of common error types identified for each language in the current study is comparable to those identified in 40 Cantonese-English bilingual children aged between 2;2 and 5;7 in Holm and Dodd [27] but considerably greater than reported in monolingual children [6,39]. This may reflect the greater degree of variation inherent in phonological development in bilingual children compared to that in monolingual children [2]. However, there may be a methodological issue underlying the number of common error types identified in the current study, which may not be addressed simply with a larger sample size.…”

Section: Methodological Challenges and Clinical Implicationssupporting

confidence: 65%

“…Reaffirming the argument put forward in the recent systematic literature review [2], we suggest a comparison with monolingual children likely lead to reductive and overgeneralised conclusions about bilingual phonological development due to qualitative differences in phonological development between monolingual and bilingual children.…”

Section: Resultsmentioning

confidence: 49%

“…The research into bilingual phonological development has focused primarily on whether the rates and patterns of phonological development in bilingual children are the same as or different from those in monolingual children [2,50]. The current study suggests such group comparisons may be inadequate.…”

Section: Discussionmentioning

confidence: 79%

“…Children acquire the phonological systems of the languages to which they are exposed in their own natural environments, regardless of the number of languages they are learning [1,2]. A clinically significant deviation from typical phonological development is known as speech sound disorder (SSD) [3,4].…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

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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Section: Methodological Challenges and Clinical Implicationssupporting

confidence: 65%

Section: Resultsmentioning

confidence: 49%

Section: Discussionmentioning

confidence: 79%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

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

Kim

Ballard

McCann

2017

Clin Arch Commun Disord

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“…Studies that consider the impact of multilingualism on typically developing children's speech and language acquisition have shown that when skills in both languages are considered, children who speak more than one language are not at greater risk for speech and language impairment than monolingual children (De Houwer, 2009;Goldstein & Bunta, 2012;Goldstein & McLeod, 2012;Hambly, Wren, McLeod, & Roulstone, 2013;Umbel, Pearson, Fernández, & Oller, 1992). Umbel, Pearson, Fernández, & Oller, 1992 showed that, for 105 first-grade children who spoke Spanish and English, "learning two languages at once does not harm receptive language development in the language of origin" (p. 1012).…”

Section: Multilingual Statusmentioning

confidence: 98%

Multilingualism and speech-language competence in early childhood: Impact on academic and social-emotional outcomes at school

McLeod

Harrison

Whiteford

et al. 2016

Early Childhood Research Quarterly

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a b s t r a c tThis large-scale longitudinal population study provided a rare opportunity to consider the interface between multilingualism and speech-language competence on children's academic and social-emotional outcomes and to determine whether differences between groups at 4-5 years persist, deepen, or disappear with time and schooling. Four distinct groups were identified from the Kindergarten cohort of the Longitudinal Study of Australian Children (LSAC) (1) English-only + typical speech and language (n = 2012); (2) multilingual + typical speech and language (n = 476); (3) English-only + speech and language concern (n = 643); and (4) multilingual + speech and language concern (n = 109). Two analytic approaches were used to compare these groups. First, a matched case-control design was used to randomly match multilingual children with speech and language concern (group 4, n = 109) to children in groups 1-3 on gender, age, and family socio-economic position in a cross-sectional comparison of vocabulary, school readiness, and behavioral adjustment. Next, analyses were applied to the whole sample to determine longitudinal effects of group membership on teachers' ratings of literacy, numeracy, and behavioral adjustment at ages 6-7 and 8-9 years. At 4-5 years, multilingual children with speech and language concern did equally well or better than English-only children (with or without speech and language concern) on school readiness tests but performed more poorly on measures of English vocabulary and behavior. At ages 6-7 and 8-9, the early gap between English-only and multilingual children had closed. Multilingualism was not found to contribute to differences in literacy and numeracy outcomes at school; instead, outcomes were more related to concerns about children's speech and language in early childhood. There were no group differences for socio-emotional outcomes. Early evidence for the combined risks of multilingualism plus speech and language concern was not upheld into the school years.

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What an Otolaryngologist Should Know About Evaluation of a Child Referred for Delay in Speech Development

Tonn

Grundfast

2014

JAMA Otolaryngol Head Neck Surg

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Speech delay can be the manifestation of a spectrum of disorders affecting the language comprehension and/or speech production pathways, ranging from disorders involving global developmental limitations to motor dysfunction to hearing loss. Determining the cause of a child's delay in speech production is a time-sensitive issue because a child loses valuable opportunities in intellectual development if his or her communication defect is not addressed and ameliorated with treatment. Knowing several key items about each disorder can help otolaryngologists direct families to the correct health care provider to maximize the child's learning potential and intellectual growth curve.

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The influence of bilingualism on speech production: A systematic review

Abstract: There are differences in speech sound acquisition between monolingual and bilingual children in terms of rate and patterns of error, with both positive and negative transfer occurring in bilingual children.

Cited by 128 publications

References 86 publications

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

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

Multilingualism and speech-language competence in early childhood: Impact on academic and social-emotional outcomes at school

What an Otolaryngologist Should Know About Evaluation of a Child Referred for Delay in Speech Development

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