Slideshare are these errors due to language influence
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Transcript of Slideshare are these errors due to language influence
Are these errors due to native language influence?Ellen Kester Scott Prath, Phuong Palafox
November 20, 2014American Speech‐Language Hearing Association Convention
Orlando, Florida
One in five school children speak a language other than English at home.
SLP Self‐report of level of qualification serving multicultural population
0
5
10
15
20
25
30
35
40
45
50
Not at all qualified Under qualified Neutral Somewhat qualified Very Qualified
2010 ASHA Schools Survey
2012 ASHA Schools Survey
Disproportionality
ELLs
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Difference or Disorder? Understanding Speech and Language Patterns in Culturally and Linguistically
Diverse Students
Rapidly identify speech‐language patterns related to second language acquisition to distinguish difference from disorder.
STREET CRED ‐ Teacher
Difference vs. Disorder
NORMALDEVELOPMENTAL
ERRORS
SECOND-LANGUAGE INFLUENCE
ATYPICAL ERRORS
Positive Transfer ‐ Speech• [d] exists in English, Spanish, and Vietnamese• [t] exists and can occur in final position in English, Spanish, and Vietnamese,
• If a child can produce it in L1, that skill transfers well to English production
Negative Transfer ‐ SpeechIn the L2 acquisition process children often use the closest sound/combination in their repertoire.
– Voiceless [th] exists in English but not Vietnamese or Spanish
– Consonant cluster cannot occur in word final position in Spanish and do not exist in Vietnamese
Shared vs. Unshared sounds
Phonotactic Constraints
Syllables
Consonant Clusters in Word Final Position
/ɲ//ɾ//R//x/
/ð/ /dʒ//h/ /ŋ/ /θ/
/r/ /ʃ//v/
/z/ /ʒ/
SPANISH ENGLISH
/b/ /d/ /ɡ/ /p/ /t/ /k//m/ /n/ /s/ /tʃ/ /j/ /l/ /f/ /w/*
/w/ is produced as a bilabial in English and as a labiovelar in Spanish
Click here to download this chart as a pdf.
Spanish Phonotactics
• S‐clusters are not allowed in word initial position
• Clusters are not permitted in word final position
• Few words end in consonants• Only [l, n, d, s, r] are allowed in word final position
/b/ /d/
/g/
/p/
/t/
/θ/ /r/ /ʃ/
/dʒ /
/ɲ//ɾ//R//x/
/ð/ /dʒ//h/ /ŋ/ /θ/
/r/ /ʃ//v/ /w//z/ /ʒ/
SPANISH ENGLISH
/b/ /d/ /ɡ/ /p/ /t/ /k//m/ /n/ /s/ /tʃ/ /j/ /l/
/f/
/b/ /d/
/g/
/p/
/t/
/θ/ /r/ /ʃ/
/dʒ /
/ʃ/ /dʒ / /b/
/θ/ /g/ /p/
/d/ /r/ /t/
Spanish Consonant Difference Activity
BATH BAT
THREE TREE
Spanish Consonant Difference Activity
SHOE CHEW
Spanish Consonant Difference Activity
VASE BASE
Spanish Consonant Difference Activity
/th / /ʈ//c//ʔ/ /ɲ/ /ɣ/
/x/ /ɽ/
/ð/ /dʒ//ŋ/ /θ//ʃ/
/v/ /s//ʒ/
VIETNAMESE ENGLISH
/p/ /b/ /t/ /d/ /k/ /ɡ/ /m/ /n/ /j/ /w/ /f/ /z//h/ /tʃ/ /l/ /r/
Vietnamese Phonotactics
• In addition to consonant and vowel consonants, tones are also phonemic
• Words are monosyllabic (except borrowed words). Thus, no medial consonants.
• Final consonants can only be nasals or voiceless stops
• There are no consonant clusters
Vietnamese Consonant Difference Activity
BATH BAT
THREE
Vietnamese Consonant Difference Activity
TEE
SHOE
Vietnamese Consonant Difference Activity
CHEW
VASE
Vietnamese Consonant Difference Activity
BAYS
/æ/ /ɔ/ /ʊ//ʌ/ /ɛ/
/ɪ/ /ə/
/ɑ//e//i//o//u/
SPANISH ENGLISH
SpanishSpanish
HAT HOT
Spanish Vowel Difference Activity
GET GATE
Spanish Vowel Difference Activity
HIT HEAT
Spanish Vowel Difference Activity
LOOK LUKE
Spanish Vowel Difference Activity
/ɯ//ɤ/ /ɤ̌/ /ɑ̆/ /ɔ̌/
/ʌ/
/ɪ/
/e/
/o/
VIETNAMESE ENGLISH
/ɑ/ /æ/ /ɔ/ /ʊ/
/u//ɛ/ /i/
HAT
Vietnamese Vowel Difference Activity
HAT
GET
Vietnamese Vowel Difference Activity
GET
LOOK
Vietnamese Vowel Difference Activity
LOOK
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Mean Errors Per Grade Spanish
05
101520253035
PK K 1st 2nd 3rd
Num
ber o
f Err
ors
SpnMorphSpnSemanticSpnSyntacticSpnTotal
Mean Errors Per Grade English
05
101520253035
PK K 1st 2nd 3rd
Num
ber o
f Err
ors
EngMorphEngSemanticEngSyntacticEngTotal
Cross‐linguistic Errors in Children with Typical
Development
Positive Transfer ‐ Language• SVO for English, Spanish, Vietnamese• Note that in Spanish, other word orders are permissible.
• In English, adjectives precede nouns.
• Prepositional phrases aresimilar in Vietnamese and English.
Negative Transfer ‐ LanguageIn the acquisition process, ELLs will often use the structure from their first language.
• Adjective‐noun order• Prepositions• Copula• Articles• Plurality• Verb differences
English Spanish Vietnamese
Adjective‐noun order
Adjective‐Noun Noun‐Adjective Noun‐Adjective
Copula Used with nouns and adjectives
Used with nouns and adjectives
Used with nouns, not adjectives
Plurality Add –s to markplurals, some irregulars
Add –s when word ends in vowel, ‐eswhen ending in consonants, no irregulars
Marked by adding the concept of “more than one” before the noun
Verbs 2 forms of verbperson, many tenses
5‐6 forms of verb person, many tenses
One form of verb person, 4 tenses
Spanish Language Transfer Activity
• Adjective‐Noun Order• Copula• Plurals• Verbs
EnglishBlue Dress
Adjective‐Noun Word Order
SpanishVestidoazul/Dress blue
EnglishSusana is tall.
Use of the Copula
SpanishSusana es alta.
EnglishTwo trees
Plurals
SpanishDos árboles/Two Trees
EnglishHe walks.
Verb Use
SpanishÉl camina/He walk.
Vietnamese Language Transfer Activity
• Adjective‐Noun Order• Copula• Plurals• Verbs
EnglishBlue Dress
Adjective‐Noun Word Order
VietnamesePhuong‐ Fill in/Dress color blue
EnglishSusana is tall.
Use of the Copula
VietnameseSusana Phuong‐fillSusana tall.
EnglishTwo trees
Plurals
VietnamesePhuong fill in/More than one tree
EnglishHe walks.
Verb Use
VietnamesePhuong fill in/Boy? walk.
Application ‐ Speech
Application: The Goldman FristoeTest of Articulation (GFTA)
Using clinical judgment to analyze errors due to
cross‐linguistic influence
Get Testing Data• Parent Interview
– Do you have difficulty understanding your child?
– What language do you speak with your child.
Find Information on the Second Language
• “difference between ___________ and English Language”
• Give the GFTA
• Get Results• Fill this in with Spanish
Application ‐ Language
2 Spanish‐English Students
• STUDENT 1 – 1st Grade, English classroom– Below grade level in
Kindergarten– Wears glasses– Reading is below grade
level– Difficulty answering
questions– Easily distracted
• STUDENT 2 – 1st Grade, English classroom• Repeating 1st grade• Struggling
academically (especially math and reading)
• Does not talk – often in class • Talks at recess• Bilingual home
IM English ER• The kid (is) buy a frog and the dog see the
frog. • Now the frog and the boy fell asleep, was
sleepy. • And the frog go away. [verb error]• (And the) and the kid and the dog gray up. • And the old one wasn’t there. • And the frog is no more allí, not there. • (And the, and the) and the kid [said], “Where
are you, frog? • Koook! • (And the) and the dog pull a bucket, house,
dog.• And a dog fall in the window. • And the kid was bad for the dog. • And the kid say woooo.• And some bees come.• And the dog smell the bees.• (And the) and the kid say, “kooook.”• And there was the dog.
• The, it it fell down of the (out) out of the tree.
• The kid was looking for a tree.• The kid fell down.• And the flies was chasing the, the dog.• The kid was, was climbing a rock.• He got up on it.• He found, he found something.• What he found he got on it. [The log, he got
on it: word order]• The dog was right in front of it.• The dog and the kid fell down and got wet.• They found a tree.• They were hided (in) in a tree.• The kid found the frog and the dog• The kid and the dog was looking at the frog.• He call to the, the frogs.
IM Spanish ER• Niño.• Sapo, dónde estás?• Y la perro llores.• En una arbole.• Yo (la) la perro corrió.• Y ahora la niña di, “ooooh ooooh.”• La niño se sentó.• Errrr, errrr.• Shhhhh.• Y la niño cae.• Y el perro también.• Y el niño y el perro buscarlos.• Allí está sapos. Ya
• El está mirando a la, a la rana.• El perro también.• La rana se fue y se fue.• El niño fue a dormir.• Él se dio cuenta que no era la rana.• El perro estaba en la, adentro de la jarra,
donde estaba la rana.• El niño está gritando que venga la rana.• Pero el perro se cayó.• Y el niño se fue afuera para agarrar al perro.• Allí está buscando el niño a la rana que no
encontró.• Aquí está el niño, digo, adentro de un hoyo y
el perro estaba ladrando las moscas.• Y que el niño se levantó del hoyo.• Y la casa donde viven las moscas, se cayó del
arbol.• El niño estaba buscando la rana en un arbol.• El niño se cayó.
• Difficulty learning both languages, even with adult assistance
• Difficulty producing sounds in both languages• Family history of language/learning disabilities • Slower development than siblings• Difficulty interacting with peers• Inappropriate pragmatic/social language skills (i.e., turn‐
taking, topic maintenance, considering listener needs, non‐verbal communication)
• Difficulty with language in many routines• Idiosyncratic error patterns • Speech and language performance unlike others with
similar cultural/linguistic experiences
Click here to download this chart as a pdf.
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