Early-, Middle-, and Late-Developing Sounds in Monolingual and Bilingual Children: An Exploratory Investigation

Fabiano-Smith, Leah; Goldstein, Brian

doi:10.1044/1058-0360(2009/08-0036)

Cited by 58 publications

(63 citation statements)

References 36 publications

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“…Kathryn's Spanish productions also displayed a quite advanced repertoire of Spanish consonants. Only the flap and the velar voiceless fricative [x] were in the targets but were never accurately reproduced, in line with the common finding that these sounds appear quite late even in monolinguals (Fabiano-Smith & Goldstein, 2010a Taken together, these findings suggest that Kathryn's emerging phonological systems were differentiated from the earliest stages of production. Her ability to match the various gestural properties of word-initial segments and the types of errors she produced varied across languages, indicating that she was at distinct stages of phonological development in each language.…”

Section: Resultssupporting

confidence: 69%

Productive Trilingualism in Infancy: What Makes it Possible?

Montanari¹

2013

WJEL

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This article summarizes the results of a case study on the development of three languages in a child exposed to Tagalog, Spanish, and English from birth. The paper brings together findings from phonology, lexicon, word order, and language choice, providing a detailed picture of the emergence of the four components of three languages in infancy. The paper further explores the possible mechanisms upon which multiple language representations could be built, and then, it examines what characteristics of the environment and of the individual child might lead to the development and active use of three languages in infancy. The results suggest that the build-up of multiple language systems might follow naturally from trilingual exposure; yet, factors such as quantity and quality of language exposure, linguistic relatedness among languages, the child's personality, and the nature of the social context may dramatically influence trilingual competence in infancy and early childhood.

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Section: Resultssupporting

confidence: 69%

Productive Trilingualism in Infancy: What Makes it Possible?

Montanari¹

2013

WJEL

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“…the use of a language-specific structure in a production of the other language; Lleó & Rakow, 2005, 2006bParadis, 2001). Some studies have found differences in the order of acquisition of speech sounds in bilingual children as compared to their monolingual peers (Fabiano-Smith & Goldstein, 2010a;Lleó & Rakow, 2006b). A similar rate of acquisition between monolinguals and bilinguals has also been observed on the production of some phonological structures (e.g.…”

Section: Studies Of Speech Productionmentioning

confidence: 94%

“…a faster rate of production when compared to monolingual peers; Lleó, Kuchenbrandt, Kehoe, & Trujillo, 2003), (2) deceleration (i.e. a slower rate of acquisition as compared to their monolingual peers; Fabiano-Smith & Goldstein, 2010a;Lleó & Rakow, 2005) and (3) transfer (i.e. the use of a language-specific structure in a production of the other language; Lleó & Rakow, 2005, 2006bParadis, 2001).…”

Section: Studies Of Speech Productionmentioning

confidence: 98%

The acquisition of allophones among bilingual Spanish–English and French–English 3-year-old children

MacLeod

Fabiano-Smith

2014

Clinical Linguistics & Phonetics

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Children are exposed to highly variable input from multiple sources within their speech community. This study examines the acquisition of allophones in Spanish and French by monolingual and bilingual children. We hypothesised that two factors would influence allophone acquisition: (1) the amount of exposure to phonological input, and (2) the degree of variability of the allophonic pattern. Thirty-four typically developing 3-year-old participated in the study. The analyses revealed that regardless of the language, the monolingual children produced similar error rates in the production of the target allophones. In contrast, the bilingual children produced different patterns of acquisition of the allophones: the Spanish-English bilinguals produced higher error rates than the monolinguals, whereas the French-English bilinguals produced lower error rates than the monolinguals. Possibilities for these differences are discussed within the context of structural complexity as well as in light of the effects of between-language interaction on bilingual phonological development.

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“…In general, investigation of phonological development in ELLs has indicated that even though bilingual speakers are acquiring two phonological systems, consonant and vowel accuracy in typically developing bilingual children is similar but not identical to that of monolingual children (e.g., Bunta, Fabiano-Smith, Goldstein, & Ingram, 2009;Fabiano-Smith & Goldstein, 2010;Goldstein, Fabiano, & Washington, 2005). Bunta et al (2009) and reported that 3-and 4-year-old bilingual Spanish-English speakers had consonant accuracy in English (PCC) that was slightly lower for bilingual than monolingual children.…”

Section: Vowel and Consonant Accuracymentioning

confidence: 97%

Phonological Skills in English Language Learners

Morrow

Goldstein

Gilhool

et al. 2014

LSHSS

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The results were consistent with the hypotheses outlined in Flege's (1995) speech learning model in that the phonological skills of ELLs increased over time and as a function of age of arrival and time. Thus, speech-language pathologists (SLPs) also should expect phonological skills in ELLs to increase over time, as is the case in monolingual children. SLPs can use the longitudinal and connected-speech results of this study to interpret their assessments of the phonological skills of ELLs.

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Early-, Middle-, and Late-Developing Sounds in Monolingual and Bilingual Children: An Exploratory Investigation

Abstract: These exploratory findings indicate the need for longitudinal examination of EML categories with a larger cohort of children to observe similarities and differences between monolingual and bilingual development.

Cited by 58 publications

References 36 publications

Productive Trilingualism in Infancy: What Makes it Possible?

Productive Trilingualism in Infancy: What Makes it Possible?

The acquisition of allophones among bilingual Spanish–English and French–English 3-year-old children

Phonological Skills in English Language Learners

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