Inuktitut is a polysynthetic agglutinative language of the Inuit-Yupik-Unangan language family, with nearly 900 verbal inflections. Despite the complexity of its inflectional system, children acquiring Inuktitut as their native language start using inflections relatively early (Crago & Allen, 2001; Swift & Allen, 2002). One hypothesis is that caregivers simplify their child-directed speech (CDS) in a way that helps the children to break into the system. To date, relatively little research has focused on the use of inflections in CDS. The current study uses the data from eight Inuktitut-speaking children aged 1-4 years and their mothers to investigate whether and how the use of verbal inflections (VIs) in CDS changes as the children advance linguistically, and whether the children’s use of VI corresponds with the input they receive. We found a significant increase in the number of different VIs and the total number of VIs in the mothers’ CDS as their children went from Stage 1 to Stage 6 of linguistic development. Children’s use of VIs follows the general patterns of VI acquisition cross-linguistically. Further, as children progressed linguistically, they seemed to rely less on the input from their mothers, since they increasingly used VIs not previously found in their mothers’ CDS (from 16% in Stage 2 to 75% in Stage 6). These results correspond with other studies’ findings of CDS simplification and extend our understanding of how inflectional morphology is adapted in CDS.
{"title":"The use of verbal inflections in Inuktitut child and child-directed speech","authors":"Hannah Lee, Olga Alice Johnson, S. Allen","doi":"10.1558/jmbs.23491","DOIUrl":"https://doi.org/10.1558/jmbs.23491","url":null,"abstract":"Inuktitut is a polysynthetic agglutinative language of the Inuit-Yupik-Unangan language family, with nearly 900 verbal inflections. Despite the complexity of its inflectional system, children acquiring Inuktitut as their native language start using inflections relatively early (Crago & Allen, 2001; Swift & Allen, 2002). One hypothesis is that caregivers simplify their child-directed speech (CDS) in a way that helps the children to break into the system. To date, relatively little research has focused on the use of inflections in CDS. The current study uses the data from eight Inuktitut-speaking children aged 1-4 years and their mothers to investigate whether and how the use of verbal inflections (VIs) in CDS changes as the children advance linguistically, and whether the children’s use of VI corresponds with the input they receive. We found a significant increase in the number of different VIs and the total number of VIs in the mothers’ CDS as their children went from Stage 1 to Stage 6 of linguistic development. Children’s use of VIs follows the general patterns of VI acquisition cross-linguistically. Further, as children progressed linguistically, they seemed to rely less on the input from their mothers, since they increasingly used VIs not previously found in their mothers’ CDS (from 16% in Stage 2 to 75% in Stage 6). These results correspond with other studies’ findings of CDS simplification and extend our understanding of how inflectional morphology is adapted in CDS.\u0000 ","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80799348","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For speech-language pathologists (SLPs) working with multilingual children, differential diagnosis between typical development and speech sound disorder may be complex. This paper presents a longitudinal case study of a bilingual Vietnamese–Australian child (PE) between the ages of 3 years;10 months (3;10) and 6;10, to explore the impact of cross-linguistic transfer and ambient phonology on speech acquisition. PE completed speech assessments as a participant in the VietSpeech Study: the Vietnamese Speech Assessment and the Diagnostic Evaluation of Articulation and Phonology in English. Differential diagnosis based on English speech assessment alone indicated speech sound disorder; yet differential diagnosis based on speech assessment in both languages revealed developmental, cross-linguistic transfer, and ambient phonological influences to be the primary reasons for mismatches. Independent and relational analyses at 3;10 revealed age-appropriate phonetic inventories in Vietnamese and English and bi-directional cross-linguistic transfer: segmental transfer of non-shared consonants, non-shared phonological patterns, and a preference for palatal and retroflex consonants. Contrastive analysis with family members demonstrated the impact of ambient phonology on PE’s speech. Over the three years her speech accuracy improved and mismatches reduced. By 6;10 her English speech was age appropriate and some cross-linguistic transfer was still evident in Vietnamese. Evidence is presented for how dual phonological systems can interact over time until they stabilize. During differential diagnosis, SLPs need to consider the influence of cross-linguistic transfer and ambient phonology on bilingual speech acquisition.
{"title":"Cross-linguistic transfer and ambient phonology","authors":"Kate Margetson, S. Mcleod, Sarah Verdon","doi":"10.1558/jmbs.23672","DOIUrl":"https://doi.org/10.1558/jmbs.23672","url":null,"abstract":"For speech-language pathologists (SLPs) working with multilingual children, differential diagnosis between typical development and speech sound disorder may be complex. This paper presents a longitudinal case study of a bilingual Vietnamese–Australian child (PE) between the ages of 3 years;10 months (3;10) and 6;10, to explore the impact of cross-linguistic transfer and ambient phonology on speech acquisition. PE completed speech assessments as a participant in the VietSpeech Study: the Vietnamese Speech Assessment and the Diagnostic Evaluation of Articulation and Phonology in English. Differential diagnosis based on English speech assessment alone indicated speech sound disorder; yet differential diagnosis based on speech assessment in both languages revealed developmental, cross-linguistic transfer, and ambient phonological influences to be the primary reasons for mismatches. Independent and relational analyses at 3;10 revealed age-appropriate phonetic inventories in Vietnamese and English and bi-directional cross-linguistic transfer: segmental transfer of non-shared consonants, non-shared phonological patterns, and a preference for palatal and retroflex consonants. Contrastive analysis with family members demonstrated the impact of ambient phonology on PE’s speech. Over the three years her speech accuracy improved and mismatches reduced. By 6;10 her English speech was age appropriate and some cross-linguistic transfer was still evident in Vietnamese. Evidence is presented for how dual phonological systems can interact over time until they stabilize. During differential diagnosis, SLPs need to consider the influence of cross-linguistic transfer and ambient phonology on bilingual speech acquisition. ","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76478840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The acquisition of Italian /r-l/ contrast by L1-Chinese learners has hardly been empirically investigated. This study aims to fill this gap. Thirty Chinese learners with different learning experiences and ten native Italian controls took part in a perception and a production experiment; their productions were assessed by three native Italian-speaking raters. The results show that, in perception, Chinese learners have some difficulty differentiating between Italian /r-l/ contrast. In production, Chinese learners have more difficulty properly realizing Italian /r/ than /l/, and show the tendency to replace /r/ with /l/. Also, while Chinese learners’ production of Italian /r-l/ contrast varies with their increased learning experience, their perceptual accuracy remains unchanged. This nonparallel development suggests a possible dissociation between the two speech modalities in L2 speech acquisition.
{"title":"acquisition of Italian /r-l/ contrast by L1-Chinese learners","authors":"Qiangze Feng, M. G. Busà","doi":"10.1558/jmbs.22669","DOIUrl":"https://doi.org/10.1558/jmbs.22669","url":null,"abstract":"The acquisition of Italian /r-l/ contrast by L1-Chinese learners has hardly been empirically investigated. This study aims to fill this gap. Thirty Chinese learners with different learning experiences and ten native Italian controls took part in a perception and a production experiment; their productions were assessed by three native Italian-speaking raters. The results show that, in perception, Chinese learners have some difficulty differentiating between Italian /r-l/ contrast. In production, Chinese learners have more difficulty properly realizing Italian /r/ than /l/, and show the tendency to replace /r/ with /l/. Also, while Chinese learners’ production of Italian /r-l/ contrast varies with their increased learning experience, their perceptual accuracy remains unchanged. This nonparallel development suggests a possible dissociation between the two speech modalities in L2 speech acquisition.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"55 5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80822212","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research contributes to the study of phonetic attrition and the processes of construction and maintenance of speakers’ sociolinguistic identity in migratory settings. This preliminary work focuses on Sardinian immigrants in York (UK), by analysing the maintenance or loss of characteristic phonetic features of their Sardinian Italian, in particular stop consonants. Despite these limitations, the results of the acoustic analysis show that maintaining linguistic skills in Sardinian local varieties in migration settings is important for the resistance of Sardinian stop consonants to phonetic attrition. Furthermore, being members of Sardinian communities and speakers of Sardinian is critical for maintaining speakers’ identities, especially in multilingual and multicultural environments.
{"title":"sociophonetic approach to stop consonant production in a Sardinian Italian community in Yorkshire","authors":"Roberta Bianca Luzietti, C. Meluzzi","doi":"10.1558/jmbs.23094","DOIUrl":"https://doi.org/10.1558/jmbs.23094","url":null,"abstract":"This research contributes to the study of phonetic attrition and the processes of construction and maintenance of speakers’ sociolinguistic identity in migratory settings. This preliminary work focuses on Sardinian immigrants in York (UK), by analysing the maintenance or loss of characteristic phonetic features of their Sardinian Italian, in particular stop consonants. Despite these limitations, the results of the acoustic analysis show that maintaining linguistic skills in Sardinian local varieties in migration settings is important for the resistance of Sardinian stop consonants to phonetic attrition. Furthermore, being members of Sardinian communities and speakers of Sardinian is critical for maintaining speakers’ identities, especially in multilingual and multicultural environments.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"42 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89651519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Research on the structure and content of parental input to children with autism spectrum disorders (ASD) is an important, yet largely neglected area of study. In particular, it is not clear which input features are similar or different between children with ASD and typically developing (TD) children. We analysed transcripts of spontaneous conversations between six ASD children and their mothers, who were followed over a period of between 12 and 26 months, for common features in the composition and function of the shared lexical items in the mothers’ speech to their children with ASD. Results first indicated the small core lexicon shared by all the mothers (8.27%) made up a total of 78.1% of the mothers’ actual speech, similar to what’s been found in maternal speech to TD 2-year-old children. Results also showed that, in contrast to maternal speech to TD children, the core lexicon of the mothers of ASD children was composed of slightly more content words (particularly verbs) than function words (68.48% versus 31.52%). These results suggest that mothers restrict their choice of lexical items to a small pool of highly frequent words when conversing with their children, ASD as well as TD. The use of more content words in maternal speech to children with ASD may reflect these mothers’ explicit efforts to orient and direct their ASD children’s attention to an ongoing activity.
{"title":"Mothers’ lexical input in their conversations with children with autism spectrum disorders","authors":"Liang Chen, Ruixia Yan, Wei Chen","doi":"10.1558/jmbs.23494","DOIUrl":"https://doi.org/10.1558/jmbs.23494","url":null,"abstract":"Research on the structure and content of parental input to children with autism spectrum disorders (ASD) is an important, yet largely neglected area of study. In particular, it is not clear which input features are similar or different between children with ASD and typically developing (TD) children. We analysed transcripts of spontaneous conversations between six ASD children and their mothers, who were followed over a period of between 12 and 26 months, for common features in the composition and function of the shared lexical items in the mothers’ speech to their children with ASD. Results first indicated the small core lexicon shared by all the mothers (8.27%) made up a total of 78.1% of the mothers’ actual speech, similar to what’s been found in maternal speech to TD 2-year-old children. Results also showed that, in contrast to maternal speech to TD children, the core lexicon of the mothers of ASD children was composed of slightly more content words (particularly verbs) than function words (68.48% versus 31.52%). These results suggest that mothers restrict their choice of lexical items to a small pool of highly frequent words when conversing with their children, ASD as well as TD. The use of more content words in maternal speech to children with ASD may reflect these mothers’ explicit efforts to orient and direct their ASD children’s attention to an ongoing activity.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85229061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Patterns of production of Spanish and English laterals by early sequential Spanish–English bilinguals (L1 and L2 respectively in the order of acquisition) were investigated. A total of 25 early Spanish–English bilinguals, who are all English-dominant (average age of L2 acquisition: 3;9), were recruited. They were recorded while reading sentences aloud in Spanish and in English containing laterals in onset and coda positions adjacent to front and back vowels. Target words with laterals were spectrographically analysed through an investigation of F1 and F2 values. The measurements obtained were compared between the two languages. The results show that the participants maintain separate acoustic realizations for the laterals in all four different phonetic environments in their two languages. Since their lateral productions are mixed with respect to the influence of the two languages, the results suggest that bilinguals’ interrelated systems influence each other at a fine-grained acoustic level.
{"title":"Laterals in Spanish–English bilinguals","authors":"M. Yavas, Michele Suner","doi":"10.1558/jmbs.23247","DOIUrl":"https://doi.org/10.1558/jmbs.23247","url":null,"abstract":"Patterns of production of Spanish and English laterals by early sequential Spanish–English bilinguals (L1 and L2 respectively in the order of acquisition) were investigated. A total of 25 early Spanish–English bilinguals, who are all English-dominant (average age of L2 acquisition: 3;9), were recruited. They were recorded while reading sentences aloud in Spanish and in English containing laterals in onset and coda positions adjacent to front and back vowels. Target words with laterals were spectrographically analysed through an investigation of F1 and F2 values. The measurements obtained were compared between the two languages. The results show that the participants maintain separate acoustic realizations for the laterals in all four different phonetic environments in their two languages. Since their lateral productions are mixed with respect to the influence of the two languages, the results suggest that bilinguals’ interrelated systems influence each other at a fine-grained acoustic level.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84741976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper investigates the preference for Andalusian Spanish (second language, L2) over German (first language, L1) in bilinguals who have a lisp and do not encounter a feeling of belonging to their L1 society due to reactions such a divergent pronunciation provokes. This issue is novel due to its interdisciplinary nature within this unique language combination, and it draws particularly on the fields of speech (pathology), language preference, communication, bilingualism, phonetics, psycholinguistics and sociolinguistics. To test the hypothesis ‘some bilinguals who have a lisp prefer to use Andalusian Spanish (their L2) over German (their L1) to avoid the noticeability of their speech divergence’, within the boundaries of the present exploratory case study, interviews with participants were recorded. It was found that participants sacrifice the usage of their L1 in favour of their L2 in an attempt to vanish their phonetic divergence. Such a finding is important because in Andalusian Spanish the pronunciation of the /s/ is significantly reduced during the conversation flow on account of many of the language’s specific phonetic conventions.
{"title":"Phono-strategic language preference for Andalusian Spanish (L2) over German (L1) in lisping bilinguals","authors":"Dominik Kozanda","doi":"10.1558/jmbs.21011","DOIUrl":"https://doi.org/10.1558/jmbs.21011","url":null,"abstract":"This paper investigates the preference for Andalusian Spanish (second language, L2) over German (first language, L1) in bilinguals who have a lisp and do not encounter a feeling of belonging to their L1 society due to reactions such a divergent pronunciation provokes. This issue is novel due to its interdisciplinary nature within this unique language combination, and it draws particularly on the fields of speech (pathology), language preference, communication, bilingualism, phonetics, psycholinguistics and sociolinguistics. To test the hypothesis ‘some bilinguals who have a lisp prefer to use Andalusian Spanish (their L2) over German (their L1) to avoid the noticeability of their speech divergence’, within the boundaries of the present exploratory case study, interviews with participants were recorded. It was found that participants sacrifice the usage of their L1 in favour of their L2 in an attempt to vanish their phonetic divergence. Such a finding is important because in Andalusian Spanish the pronunciation of the /s/ is significantly reduced during the conversation flow on account of many of the language’s specific phonetic conventions.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77471477","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Previous studies have shown that bilingual infants adjust the distribution of vowels and consonants, while babbling, to the languages they are exposed to, but little is known about the developmental trajectory of this skill. In this study, an infant exposed to English and Czech from birth was recorded every two/three days from the age of 0;6.13 to the age of 1;6.21 while babbling, and the distribution of vowels and consonants was analysed in his speech in relationship to the person he was interacting with. The study shows that the proportion of consonants increases throughout development in the recordings in which the child is interacting with his father (Czech speaker), and it remains instead stable over development in the recordings in which the child is interacting with his mother (English speaker). This finding suggests that the child is able to tie his babbling strategies, within a few months, to the distribution of vowels and consonants occurring in the linguistic environment.
{"title":"longitudinal case study on the development of consonant–vowel distribution in the babbling of a Czech–English infant","authors":"L. Cilibrasi, Jiřina Dunková","doi":"10.1558/jmbs.21123","DOIUrl":"https://doi.org/10.1558/jmbs.21123","url":null,"abstract":"Previous studies have shown that bilingual infants adjust the distribution of vowels and consonants, while babbling, to the languages they are exposed to, but little is known about the developmental trajectory of this skill. In this study, an infant exposed to English and Czech from birth was recorded every two/three days from the age of 0;6.13 to the age of 1;6.21 while babbling, and the distribution of vowels and consonants was analysed in his speech in relationship to the person he was interacting with. The study shows that the proportion of consonants increases throughout development in the recordings in which the child is interacting with his father (Czech speaker), and it remains instead stable over development in the recordings in which the child is interacting with his mother (English speaker). This finding suggests that the child is able to tie his babbling strategies, within a few months, to the distribution of vowels and consonants occurring in the linguistic environment.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"60 1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88515483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Amanda A Smith, Angela M. Medina, Balaji Rangarathnam
In the Muslim community, accurate perception of classical Arabic phones is considered of importance in order to understand and recite the Quran, which is read, studied and recited in its original Arabic language. In this study, high variability phonetic training (HVPT) was used to train accurate perception of Arabic consonants that do not exist in American English. HVPT develops new phonemic categories by exposing learners to a variety of productions of new phonemes. Results indicated significant improvement in perception of Arabic consonants (pre-test mean = 58.5%, post-test mean = 64.8%, difference = 6.3%, w = 11, z = –1.36). Improvements were specifically seen for the contrasts /d-d/, /k-q/ and /h-h/. No significant relationship between HVPT outcomes and language learning variables was found. Overall results of the study indicate the effectiveness of training perception of Arabic phonemic contrasts in English-speaking learners of the Quran.
在穆斯林社区中，准确地感知古典阿拉伯语手机被认为是理解和背诵古兰经的重要因素，古兰经是用原始阿拉伯语阅读、研究和背诵的。在本研究中，采用高变异性语音训练(HVPT)来训练对美式英语中不存在的阿拉伯辅音的准确感知。HVPT通过让学习者接触各种新音素的产生来发展新的音素类别。结果显示，学生对阿拉伯语辅音的感知能力有显著提高(测前平均值= 58.5%，测后平均值= 64.8%，差值= 6.3%，w = 11, z = -1.36)。对比/d-d/、/k-q/和/h-h/的改善尤为明显。HVPT结果与语言学习变量之间无显著关系。本研究的总体结果表明，训练英语学习者对古兰经阿拉伯文音位对比的感知是有效的。
{"title":"Perceptual training of Arabic consonants in English-speaking learners of the Quran","authors":"Amanda A Smith, Angela M. Medina, Balaji Rangarathnam","doi":"10.1558/jmbs.20878","DOIUrl":"https://doi.org/10.1558/jmbs.20878","url":null,"abstract":"In the Muslim community, accurate perception of classical Arabic phones is considered of importance in order to understand and recite the Quran, which is read, studied and recited in its original Arabic language. In this study, high variability phonetic training (HVPT) was used to train accurate perception of Arabic consonants that do not exist in American English. HVPT develops new phonemic categories by exposing learners to a variety of productions of new phonemes. Results indicated significant improvement in perception of Arabic consonants (pre-test mean = 58.5%, post-test mean = 64.8%, difference = 6.3%, w = 11, z = –1.36). Improvements were specifically seen for the contrasts /d-d/, /k-q/ and /h-h/. No significant relationship between HVPT outcomes and language learning variables was found. Overall results of the study indicate the effectiveness of training perception of Arabic phonemic contrasts in English-speaking learners of the Quran.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"208 S639","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72407630","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Marrit Janabi, Elisabeth Duursma, M. Bochane, Stefani Ribeiro Knijnik, H. Bogaardt
This study aimed to track language development and possible factors of language loss in 50 primary-school-aged bilingual Dutch–English children, and it follows up a study conducted one year prior. Dutch language skills were assessed through the standardized language test CELF4-NL and language background factors were assessed through the Alberta Language Environment Questionnaire. Reading books in the native language Dutch contributed significantly to children’s language development. Speaking the native language at home with both parents and siblings contributed to better Dutch language skills. Additionally, schooling outside of the home situation in the native language seems to contribute to positive language development in children after one-year follow up.
{"title":"Native language development of Dutch–English bilingual children in Australia","authors":"Marrit Janabi, Elisabeth Duursma, M. Bochane, Stefani Ribeiro Knijnik, H. Bogaardt","doi":"10.1558/jmbs.19494","DOIUrl":"https://doi.org/10.1558/jmbs.19494","url":null,"abstract":"This study aimed to track language development and possible factors of language loss in 50 primary-school-aged bilingual Dutch–English children, and it follows up a study conducted one year prior. Dutch language skills were assessed through the standardized language test CELF4-NL and language background factors were assessed through the Alberta Language Environment Questionnaire. Reading books in the native language Dutch contributed significantly to children’s language development. Speaking the native language at home with both parents and siblings contributed to better Dutch language skills. Additionally, schooling outside of the home situation in the native language seems to contribute to positive language development in children after one-year follow up.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"65 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85053380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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