Interaction in bilingual phonological acquisition: evidence from phonetic inventories

Fabiano-Smith, Leah; Barlow, Jessica A.

doi:10.1080/13670050902783528

Cited by 103 publications

(98 citation statements)

References 26 publications

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“…Concerning acquisition of voicing, Fabiano-Smith and Barlow (2009) and Fabiano-Smith and Goldstein (2010a, b) noted 80-95% match across children for acquisition of voiceless stops in their groups of eight Spanish-speaking monolingual and bilinguals between ages 3;0 and 4;0. However, Macken and Barton (1980) noted relatively late acquisition of the voicing contrast in Spanish (not before age 5), possibly because of the prevoiced aspect of voiced stops (see also Macken, 1975).…”

Section: Acquisition Of Spanishmentioning

confidence: 95%

A Spanish pilot investigation for a crosslinguistic study in protracted phonological development

Chávez-Peón

Bernhardt

Adler‐Bock

et al. 2011

Clinical Linguistics & Phonetics

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A crosslinguistic study is underway concerning children's protracted phonological development (i.e. speech sound disorders). The current article reports pilot Spanish data for this study from two 4-year-old boys with protracted phonological development. The purposes of the pilot study were to: (1) develop and evaluate a word list for elicitation that could be used across Spanish dialects and that sufficiently sampled Spanish word lengths, stress patterns, word shapes and phonemes; and (2) to derive hypotheses for the larger study, based on patterns found in these children's speech, and a review of the literature. The two speakers showed some developmental patterns reported for other languages (e.g. constraints on production of liquids and word-initial consonants in unstressed syllables) but also patterns that may reflect Spanish phonological inventories, allophony and frequencies. These data helped consolidate the Spanish word list for elicitation and led to questions for the ongoing study concerning word structure, multisyllabic words, liquids, fricatives and vowel sequences.

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Section: Acquisition Of Spanishmentioning

confidence: 95%

A Spanish pilot investigation for a crosslinguistic study in protracted phonological development

Chávez-Peón

Bernhardt

Adler‐Bock

et al. 2011

Clinical Linguistics & Phonetics

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“…complexity of phonetic inventories), while at the same point in development a decelerated rate of acquisition was observed on others (e.g. phoneme accuracy; Fabiano-Smith & Barlow, 2010;Fabiano-Smith & Goldstein, 2010b;Lleó & Cortés, 2013;Lleó & Rakow, 2005). These findings harken back to the PRIMIR model in terms of how bilingual children might use information from one language to acquire structure in the other by making comparisons between their languages, or ''bootstrapping'' their language learning (Curtin et al, 2011, p. 496).…”

Section: Studies Of Speech Productionmentioning

confidence: 93%

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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“…Paradis and Genessee (1996), in particular, have proposed that different types of interaction might occur: (1) transfer, when elements specific to one language are used in productions of the other language; (2) deceleration, when interaction between the two languages interferes with, and thus slows down, the rate of acquisition; and (3) acceleration, when interaction between two languages aids in, and thus speeds up, the acquisition process. Although this study has only found evidence of acceleration as pointed out above, it is not ruled out that transfer, acceleration, and deceleration might indeed occur at the same time for different language aspects (see, for instance, Goldstein, 2010b, andBarlow, 2010). Evidently, there is need for more research that examines the issue of interdependence in groups of bilinguals and trilinguals instead that in individual children.…”

Section: The Importance Of Psychological and Social Factors In Infantmentioning

confidence: 96%

“…A variety of bilingual studies have shown that interaction between the two languages of bilingual children might aid in the acquisition process, allowing for a similar rate of development in bilinguals and monolinguals (Fabiano-Smith & Barlow, 2010;Fabiano-Smith & Goldstein, 2010b) and even for a faster rate of acquisition for some language constructs in bilinguals (see Gawlitzek-Maiwald &Tracy, 1996, for syntax andBunta, 2012, for phonology). In these studies, however, children were learning languages with a certain degree of structural or phonological overlap.…”

Section: The Importance Of Psychological and Social Factors In Infantmentioning

confidence: 99%

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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Interaction in bilingual phonological acquisition: evidence from phonetic inventories

Cited by 103 publications

References 26 publications

A Spanish pilot investigation for a crosslinguistic study in protracted phonological development

A Spanish pilot investigation for a crosslinguistic study in protracted phonological development

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

Productive Trilingualism in Infancy: What Makes it Possible?

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