In South Africa, isiZulu is the most widely spoken home language. However, research on children’s speech acquisition in isiZulu is minimal and there are no published speech assessments that speech-language therapists can use to identify children with speech sound disorders acquiring this language. In our research we aimed to document speech sound acquisition of 32 isiZulu-speaking children aged two years, six months to six years, five months in rural KwaZulu- Natal, South Africa. An isiZulu speech assessment was developed and used to assess the children’s speech in terms of phonetic acquisition, word shape and phonological processes. In the study, the implosive, plosives, nasals, affricates and vowels were mastered by the youngest children. The click /!ɡ/, approximant /l/ and fricative /ɦ/ may be among the last consonants to develop: they had not been mastered by the oldest group. Two-syllable structures were mastered early while structures of four/five syllables were still developing at 6;5. Participants in the older age groups could produce target words more accurately and used fewer phonological processes. The findings are discussed in relation to normative data from other Bantu languages. Knowledge of isiZulu speech sound development will assist clinicians working with isiZulu-speaking children in assessing and managing their speech difficulties: an important step towards ensuring that speech-language therapy services are relevant to all children in South Africa.
在南非，isiZulu语是使用最广泛的母语。然而，关于isiZulu语儿童语言习得的研究很少，也没有发表的语言评估，语言治疗师可以用它来识别有语音障碍的儿童习得这种语言。在我们的研究中，我们旨在记录南非夸祖鲁-纳塔尔省农村32名2岁6个月至6岁5个月的isiZulu-speaking儿童的语音习得情况。开发了一种isiZulu语音评估方法，用于评估儿童语音在语音习得、词形和语音过程方面的表现。在这项研究中，最小的孩子掌握了内爆音、爆破音、鼻音、模糊音和元音。点击/!音/、近音/l/和摩擦音/ v /可能是最后发展的辅音:它们没有被最古老的群体掌握。双音节结构较早掌握，四、五音节结构在6、5岁时仍在发展。年龄较大的参与者可以更准确地说出目标单词，并且使用更少的语音过程。研究结果与其他班图语的规范性数据进行了讨论。对isiZulu语语音发展的了解将有助于临床医生与说isiZulu语的儿童一起评估和管理他们的语言困难:这是确保语言治疗服务与南非所有儿童相关的重要一步。
{"title":"Speech Acquisition in Monolingual Children Acquiring isiZulu in Rural KwaZulu-Natal, South Africa","authors":"M. Pascoe, Zenia M Jeggo","doi":"10.1558/JMBS.11082","DOIUrl":"https://doi.org/10.1558/JMBS.11082","url":null,"abstract":"In South Africa, isiZulu is the most widely spoken home language. However, research on children’s speech acquisition in isiZulu is minimal and there are no published speech assessments that speech-language therapists can use to identify children with speech sound disorders acquiring this language. In our research we aimed to document speech sound acquisition of 32 isiZulu-speaking children aged two years, six months to six years, five months in rural KwaZulu- Natal, South Africa. An isiZulu speech assessment was developed and used to assess the children’s speech in terms of phonetic acquisition, word shape and phonological processes. In the study, the implosive, plosives, nasals, affricates and vowels were mastered by the youngest children. The click /!ɡ/, approximant /l/ and fricative /ɦ/ may be among the last consonants to develop: they had not been mastered by the oldest group. Two-syllable structures were mastered early while structures of four/five syllables were still developing at 6;5. Participants in the older age groups could produce target words more accurately and used fewer phonological processes. The findings are discussed in relation to normative data from other Bantu languages. Knowledge of isiZulu speech sound development will assist clinicians working with isiZulu-speaking children in assessing and managing their speech difficulties: an important step towards ensuring that speech-language therapy services are relevant to all children in South Africa.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"59 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88691694","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}
Multilingualism provides cultural, economic and social benefits to individuals and societies. Many people with Vietnamese heritage have migrated to English-speaking countries such as Australia, Canada and the US. This study describes language proficiency, use and maintenance of 271 adults with Vietnamese heritage living across Australia. The majority were first-generation immigrants (76.6%), spoke Vietnamese as their first language (94.3%), and indicated Vietnamese was their most proficient language (78.5%). The majority were more likely to use Vietnamese (than English) with their mother, father, older siblings, Vietnamese-speaking grandparents, relatives in Vietnam, and Vietnamese friends. They used English and Vietnamese with their partners, children, younger siblings and English-speaking grandparents. They were more likely to speak English when working, studying and watching TV, but used English and Vietnamese equally on social media. The most important reasons for maintaining Vietnamese were: maintaining bonds with relatives, maintaining Vietnamese cultural identity, and building friendships.
{"title":"Language Proficiency, Use, and Maintenance among People with Vietnamese Heritage Living in Australia","authors":"S. Mcleod, Sarah Verdon, Cen Wang, Van H. Tran","doi":"10.1558/JMBS.10973","DOIUrl":"https://doi.org/10.1558/JMBS.10973","url":null,"abstract":"Multilingualism provides cultural, economic and social benefits to individuals and societies. Many people with Vietnamese heritage have migrated to English-speaking countries such as Australia, Canada and the US. This study describes language proficiency, use and maintenance of 271 adults with Vietnamese heritage living across Australia. The majority were first-generation immigrants (76.6%), spoke Vietnamese as their first language (94.3%), and indicated Vietnamese was their most proficient language (78.5%). The majority were more likely to use Vietnamese (than English) with their mother, father, older siblings, Vietnamese-speaking grandparents, relatives in Vietnam, and Vietnamese friends. They used English and Vietnamese with their partners, children, younger siblings and English-speaking grandparents. They were more likely to speak English when working, studying and watching TV, but used English and Vietnamese equally on social media. The most important reasons for maintaining Vietnamese were: maintaining bonds with relatives, maintaining Vietnamese cultural identity, and building friendships.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"407 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88233049","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 construct of intelligibility in L2 speech has primarily been operationalized functionally in terms of speech being classified as intelligible if the listeners successfully recovered the intended message (Munro & Derwing, 1995). In this paper, I will operationalize intelligibility psycholinguistically in terms of spoken word recognition. We do not need to invoke any special machinery for intelligibility in bilinguals; monolinguals and bilinguals process speech in the same way (Libben, 2000; Libben & Goral, 2015). Listeners have to segment the speech stream and the parser maps the phonetic elements onto higher-level linguistic representations such as phonemes, syllable nodes and metrical feet. The role of experience in the listener is modelled analogously to high-variability phonetic training (HVPT) via broadening the prior likelihood (in a Bayesian sense) of the mapping of an L2 phone onto an extant phonological category. I conclude by discussing pedagogic implications, and suggesting that pedagogic models that advocate a single non-native variety of English, which will be intelligible to all ears (i.e. parsable by all grammars), are problematic psycholinguistically.
{"title":"A Unified Model of Mono- and Bilingual Intelligibility","authors":"J. Archibald","doi":"10.1558/JMBS.11182","DOIUrl":"https://doi.org/10.1558/JMBS.11182","url":null,"abstract":"The construct of intelligibility in L2 speech has primarily been operationalized functionally in terms of speech being classified as intelligible if the listeners successfully recovered the intended message (Munro & Derwing, 1995). In this paper, I will operationalize intelligibility psycholinguistically in terms of spoken word recognition. We do not need to invoke any special machinery for intelligibility in bilinguals; monolinguals and bilinguals process speech in the same way (Libben, 2000; Libben & Goral, 2015). Listeners have to segment the speech stream and the parser maps the phonetic elements onto higher-level linguistic representations such as phonemes, syllable nodes and metrical feet. The role of experience in the listener is modelled analogously to high-variability phonetic training (HVPT) via broadening the prior likelihood (in a Bayesian sense) of the mapping of an L2 phone onto an extant phonological category. I conclude by discussing pedagogic implications, and suggesting that pedagogic models that advocate a single non-native variety of English, which will be intelligible to all ears (i.e. parsable by all grammars), are problematic psycholinguistically.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"4 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74693571","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}
There is evidence that adults store fixed expressions as both units and compositionally in their mental lexicon. According to Usage-Based theories, children initially acquire memorized chunks of language (fixed expressions) and gradually abstract productive patterns (compositional representation). This study addresses whether a French-English bilingual child has compositional representation of fixed expressions using diary data on her use of fixed expressions requiring the verb to be in English and avoir ‘to have’ in French between the ages of 3;4 and 4;3. According to Usage-Based theories, children should learn these fixed expressions as fixed expressions and therefore show little cross-linguistic influence. However, from the earliest age under study, this child occasionally used the non-target verb, suggesting that her representation of these fixed expressions was already also compositional.
{"title":"“I have three years old”","authors":"E. Nicoladis","doi":"10.1558/JMBS.11126","DOIUrl":"https://doi.org/10.1558/JMBS.11126","url":null,"abstract":"There is evidence that adults store fixed expressions as both units and compositionally in their mental lexicon. According to Usage-Based theories, children initially acquire memorized chunks of language (fixed expressions) and gradually abstract productive patterns (compositional representation). This study addresses whether a French-English bilingual child has compositional representation of fixed expressions using diary data on her use of fixed expressions requiring the verb to be in English and avoir ‘to have’ in French between the ages of 3;4 and 4;3. According to Usage-Based theories, children should learn these fixed expressions as fixed expressions and therefore show little cross-linguistic influence. However, from the earliest age under study, this child occasionally used the non-target verb, suggesting that her representation of these fixed expressions was already also compositional.","PeriodicalId":73840,"journal":{"name":"Journal of monolingual and bilingual speech","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91236378","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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