Phonological Assessment and Treatment of Bilingual Speakers

Yavaş, Mehmet; Goldstein, Brian

doi:10.1044/1058-0360.0702.49

Cited by 46 publications

(24 citation statements)

References 20 publications

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“…This finding is contrary to previous studies that have found that bilingual children acquire phonological skills at a slower rate than their monolingual peers (Fabiano-Smith & Goldstein, in press; Yavas & Goldstein, 1998; Gildersleeve, Davis, & Stubbe, 1996). Fabiano-Smith and Goldstein (in press), in a phonological analysis of accuracy of the children in the current study, observed that these same bilingual children demonstrated lower accuracy of production on certain manner classes.…”

Section: Discussioncontrasting

confidence: 99%

Interaction in bilingual phonological acquisition: evidence from phonetic inventories

Fabiano-Smith

Barlow

2010

International Journal of Bilingual Education and Bilingualism

103

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Section: Discussioncontrasting

confidence: 99%

Interaction in bilingual phonological acquisition: evidence from phonetic inventories

Fabiano-Smith

Barlow

2010

International Journal of Bilingual Education and Bilingualism

103

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“…As Bortolini and Leonard (1991) noted for Italianspeaking children, substitutes across languages may be markedly different. Thus, information in this area may shed light on substitution patterns that might be more (or less) prominent cross-linguistically and help define common/uncommon and typical/ atypical error types as has been done for American English-speaking children (e.g., Smit, 1993a) and as has been suggested for bilingual speakers (Yavaş & Goldstein, 1998). That type of information, which may be useful in making a differential diagnosis and planning intervention, is not available for those delivering services to Spanish-speaking children.…”

mentioning

confidence: 95%

Substitution patterns in the phonology of Spanish-speaking children

Goldstein

2005

Journal of Multilingual Communication Disorders

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The purpose of this study was to examine the nature of substitution errors in typically developing Spanish-speaking children and those with phonological disorders. Previous research with Englishspeaking children has indicated that the frequency and types of substitution errors are two types of information that speech-language pathologists can use to differentially diagnose phonological disorders. In addition, previous studies with Italian speakers [Bortolini, U., & Leonard, L. (1991). The speech of phonologically disordered children acquiring Italian. Clinical Linguisitcs & Phonetics, 5, 1 -12.] and Portuguese speakers [Yavaş, M., & Lamprecht, R. (1988). Processes and intelligibility in disordered phonology. Clinical Linguistics and Phonetics, 2, 329 -345.] have indicated that substitution errors differ based on ambient language. No study has examined this phenomenon in Spanishspeaking children. In the current study, frequency and types of substitution errors in 39 typically developing children were compared to those in 39 age-matched children with phonological disorders. For both singletons and consonant clusters, typically developing children utilized a smaller number of substitutes per target, used a single substitute for a smaller number of targets, and exhibited dissimilar substitution patterns compared to their peers with phonological disorders. Some specific substitutions types were different than those reported for English-speaking children, indicating a language-specific pattern. These results have implications for the identification of Spanish-speaking children with phonological disorders and the cross-linguistic and language-specific nature of substitution errors.

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“…Two approaches to bilingual intervention frequently utilized are the bilingual and cross-linguistic approaches. A bilingual approach begins with goals that treat linguistic constructs that are common to both languages or the error patterns exhibited with equal frequency in both languages [23]. The cross-linguistic approach focuses on the linguistic skills that are unique to each language, addressing errors noted in a specific language.…”

Section: Treatment Considerationsmentioning

confidence: 99%

“…The cross-linguistic approach focuses on the linguistic skills that are unique to each language, addressing errors noted in a specific language. Sometimes clinicians, in conjunction with the bilingual approach, to address differences in the linguistic structures of the two languages use this approach [23]. …”

Section: Treatment Considerationsmentioning

confidence: 99%

Strategies Utilized by Speech-Language Pathologists to Effectively Address the Communication Needs of Migrant School-Age Children

McNeilly

2019

Folia Phoniatr Logop

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Background/Aims: The number of migrant children referred to speech-language pathologists (SLPs) is increasing in the United States. SLPs need to be competent in distinguishing between a language disorder and language differences associated with children who are learning English as a new language. Methods: SLPs need to acquire the knowledge, skills, and cultural attitudes to evaluate language of bilingual children to competently assess and intervene with linguistically diverse children and families. Often children separated from their biological parents at the border are placed in foster homes, and the foster parents often do not have essential information regarding the children’s developmental history to share with the SLP. The children described in this article include school-age children in the United States who are learning to speak English as a second language and are migrants. Results: This article presents the difficulties faced when working with children learning a new language, effective strategies used with this population, and some of the resources available in the United States for children and families. Conclusion: This article highlights some challenges SLPs experience, assessment protocols used in different states and local school districts, successful strategies that involve working with interpreters, and varied service delivery options.

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Phonological Assessment and Treatment of Bilingual Speakers

Cited by 46 publications

References 20 publications

Interaction in bilingual phonological acquisition: evidence from phonetic inventories

Interaction in bilingual phonological acquisition: evidence from phonetic inventories

Substitution patterns in the phonology of Spanish-speaking children

Strategies Utilized by Speech-Language Pathologists to Effectively Address the Communication Needs of Migrant School-Age Children

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