16. Phonological Development of Cantonese–Putonghua Bilingual Children

So, Lkh; Leung, CS

doi:10.21832/9781853598906-018

Cited by 3 publications

(7 citation statements)

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“…Still, it may be important clinically to note that MD children may make more vowel errors than ED children. This can be linked to findings that bilinguals could persist in vowel errors longer than monolingual children (So and Leung , Lin and Johnson ). For example, German–Spanish bilingual children were delayed compared with German monolingual children in acquiring vowel length contrast, which is absent in Spanish.…”

Section: Discussionmentioning

confidence: 88%

“…However, deaffrication which is also considered ‘age appropriate’ for monolingual children according to DEAP norms, was not identified in any of the children in this study, even when BT were chosen. Likewise, So and Leung () did not find any Cantonese–Mandarin bilingual who used retroflexion, although it was common in Mandarin monolingual children.…”

Section: Discussionmentioning

confidence: 95%

“…Affrication was another process used by typically developing children in China, although only up till the age of 3;6 years. Still, phonological processes have been known to persist longer in bilingual development than monolingual development (So and Leung , Holm and Dodd ). However, while it appears that the MD children's phonology experienced interference effects of Mandarin, these associations are at best hypotheses, because this study did not investigate the children's Mandarin phonology.…”

Section: Discussionmentioning

confidence: 99%

“…This was despite the fact that monolingual developments in both languages are very similar in terms of the sequence of phoneme acquisition and phonological processes (cf. Dodd et al 2003, So andLeung 2006).…”

Section: Bilingualism and Language Dominancementioning

confidence: 99%

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A preliminary report on the English phonology of typically developing English–Mandarin bilingual preschool Singaporean children

Brebner

McCormack

2014

Intl J Lang & Comm Disor

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BackgroundThere are no published data on typical phonological development for Singaporean children. There is therefore the risk that children' s speech in Singapore may be misdiagnosed or that clinicians may set goals erroneously. AimsThis paper reports a preliminary study on the English phonology of typically developing 4;0-4;5 year old Chinese Singaporean children who speak English and Mandarin. Method and Procedures2 70 children were recruited throughout Singapore and speech samples were collected in English using the Phonology Assessment of the Diagnostic Evaluation of Articulation and Phonology (DEAP). The participants were divided equally into two groups -Englishdominant and Mandarin-dominant. Their speech samples were compared with British English targets (BT) and Singapore English targets (ST) in terms of phonological accuracy and types of phonological processes used. Outcomes and ResultsThe results showed that Singaporean children' s phonological accuracy scores increased significantly when scored against ST instead of BT. When scored against ST, Englishdominant children were found to perform similarly to their DEAP counterparts. However, Mandarin-dominant children had significantly less accurate consonant production in English and exhibited more interference effects from Mandarin phonology than English-dominant children. Conclusions and ImplicationsIn this preliminary study, the results highlight the importance of speech and language therapists using local dialect pronunciations to be the target of speech assessments so as to 3 provide appropriate assessment and intervention. It is also essential to account for the language background and language dominance of the children. More local normative data are needed for the typical acquisition of Singapore English in children, especially for children whose dominant language is not English. Declaration of interest:The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper. 4 What this paper addsWhat is already known on this subject?The dialect of English in Singapore varies from the target pronunciations of words used in the published standardised speech and language assessments for English-speaking children.Little is known about the phonological development of Singaporean children and many, if not all, are brought up in a bilingual environment. Hence, it is difficult for professionals to accurately determine the presence and severity of a phonological impairment. What this study addsThe phonological features of Singapore English markedly differ from those of British English and other Standard Englishes. Professionals who are not familiar with these features are highly likely to misdiagnose children with phonological impairments. When dialectal features are accounted for, English-dominant bilingual children appear to have similar phonological systems to monolingual English-speaking children. However, children whose dominant language is not English have dissimilar phonological development an...

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Section: Discussionmentioning

confidence: 88%

Section: Discussionmentioning

confidence: 95%

Section: Discussionmentioning

confidence: 99%

Section: Bilingualism and Language Dominancementioning

confidence: 99%

See 2 more Smart Citations

A preliminary report on the English phonology of typically developing English–Mandarin bilingual preschool Singaporean children

Brebner

McCormack

2014

Intl J Lang & Comm Disor

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“…In particular, there are strong indications of interaction and interference between the different phonological systems (Burling, 1959(Burling, /1978Fantini, 1985;Itoh & Hatch, 1978;Johnson & Lancaster, 1998;Leopold, 1939Leopold, -1949Schnitzer & Krasinski, 1994;Vogel, 1975 and more recently, So & Leung, 2006;Stow & Pert, 2006;cf. Deuchar & Quay, 2000).…”

Section: Introductionmentioning

confidence: 99%

The phonological development of a trilingual child: Facts and factors

Yang

Hua

2010

International Journal of Bilingualism

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This article investigates the early phonological development of a trilingual child who is acquiring Spanish, Mandarin and Taiwanese simultaneously. By examining the natural speech data recorded between the age of 1;3 and 2;0, the article reports the age of emergence and stabilization of the vowels and consonants, speech accuracy and phonological error patterns in each language. The data show that by the age of two the child is able to produce most of the vowels in the three languages. However, there are cross-linguistic differences in the rate of acquisition of consonants and speech accuracy: the child's Spanish consonant inventory develops faster than the other two languages, while the child has statistically significantly higher speech accuracy in Taiwanese than in Spanish, which is in turn higher than that in Mandarin. There is also evidence of interaction or interference between the languages, e.g. the existence of unusual error patterns. These facts are interpreted in the context of phonological saliency of the three phonological systems and language input.

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Phonetic equivalence in the acquisition of /`l`/ by Spanish–English bilingual children

2012

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Spanish [l] is characterized as clear, and is associated with a high second formant (F2) frequency and a large difference between F2 and the first formant (F1) frequencies. In contrast, English [l] is darker (with a lower F2 and a relatively smaller F2–F1 difference) and also exhibits contextual variation due to an allophonic velarization rule that further darkens [l] postvocalically. We aimed to determine if Spanish–English bilingual children evidence these differences productively, in a manner comparable to that of monolinguals, or if they produce an [l] that is intermediate to that of Spanish and English monolinguals. We acoustically analyzed [l] productions of seven Spanish–English bilingual, seven Spanish monolingual, and seven English monolingual children. Results showed that the bilinguals had similar prevocalic F2 and F2–F1 values for [l] in both languages, comparable to those of Spanish monolinguals, but significantly higher than those of English monolinguals. The bilinguals also produced English (but not Spanish) [l] with significantly lower postvocalic F2 and F2–F1 values. We assume that the bilinguals have a merged phonetic category for prevocalic [l] but not postvocalic [l], and further, that they maintain separate grammars, allowing the allophonic velarization rule to apply in English but not Spanish.

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16. Phonological Development of Cantonese–Putonghua Bilingual Children

Cited by 3 publications

References 0 publications

A preliminary report on the English phonology of typically developing English–Mandarin bilingual preschool Singaporean children

A preliminary report on the English phonology of typically developing English–Mandarin bilingual preschool Singaporean children

The phonological development of a trilingual child: Facts and factors

Phonetic equivalence in the acquisition of /`l`/ by Spanish–English bilingual children

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16. Phonological Development of Cantonese–Putonghua Bilingual Children

Cited by 3 publications

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A preliminary report on the English phonology of typically developing English–Mandarin bilingual preschool Singaporean children

A preliminary report on the English phonology of typically developing English–Mandarin bilingual preschool Singaporean children

The phonological development of a trilingual child: Facts and factors

Phonetic equivalence in the acquisition of /l/ by Spanish–English bilingual children

Contact Info

Product

Resources

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Phonetic equivalence in the acquisition of /`l`/ by Spanish–English bilingual children