LENA adult word count and conversational turn provided reasonably accurate estimates for SDM over the age range tested. Theoretical and practical considerations regarding LENA performance in non-English languages are discussed. Despite the pilot nature and other limitations of the study, results are promising for broader cross-linguistic applications.

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English as spoken as a second language in India has developed distinct sound patterns in terms of both segmental and prosodic characteristics. We investigate the differences between two groups varying in native language (Gujarati, Tamil) to evaluate to what extent Indian English (IE) accents are based on a single target phonological-phonetic system (i.e., General Indian English), and/or vary due to transfer from the native language. Consonants, vowels and intonation patterns from five Gujarati English (GE) and five Tamil English (TE) speakers of IE were transcribed and, in a subset of cases, acoustically analyzed. The results showed transfer effects in GE back vowels, TE rhotics and the proportion of rising versus falling pitch accents in GE intonation. The effect of the General Indian English model was evident in the front vowels of both GE and TE and in the presence of initial voiced stops in TE. Thus, the data reveal both phonetic and phonological influences of IE speakers' native language on their accent in IE, even in proficient speakers; these influences appear to supersede IE norms and can be found in both the segmental and suprasegmental properties of their speech.

Changes in natural language environments of families receiving quantitative language feedback in Shanghai were investigated. Volunteer parents of 22 children aged 5 to 30 months were recruited from a hospital and a learning center. Quantitative measures of adult word count and conversational turns with children were collected regularly over 6 months. Feedback reports to caregivers included individual family plus group counts. Impact was assessed by changes in quantitative measures and pre–post child language assessments. Overall, families increased word/turn counts significantly during the first 3 months and then regressed to baseline levels. However, parents whose word count output was below median at baseline significantly increased word count output to study conclusion. Adult word and turn counts were related to a subset of language development measures. Quantitative feedback with parent training had a significant impact on adult–child interactions, particularly for below-median families. Larger studies of wider socioeconomic status with control groups are needed.