This presentation explains typical speech, articulation and phonological development. It compares and contrasts speech development between English and Spanish, as well as other languages.

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Financial —
Ellen Kester is the founder and owner of
Bilinguistics. Ellen Kester and Scott Prath
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Nonfinancial — None

3. Outline for Today
• Typical Speech Development in Bilinguals
▫ How does a second language influence sound
acquisition?
• Speech and Articulation Development
▫ Consonants
▫ Vowels
• Phonological Development
• Other Languages
• Case Studies

4. Difference vs. Disorder
NORMAL
DEVELOPMENTAL
ERRORS
SECOND-
LANGUAGE
INFLUENCE
ATYPICAL
ERRORS

5. Speech Outcomes
• Qualifies• DNQ
• DNQ• DNQ
Errors
are
typical
for age
Errors
are due
to
second
language
Errors
are
atypical
for age
and
language
No
errors
present

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8. • Speech and language
development from:
▫ 0-36 months
▫ 36 months forward
• With:
▫ Spanish
▫ English
▫ Crosslinguistic Influence

9. Similarities
Differences
+ = Positive transfer
+ = Negative transfer

10. • 0-1 month – crying and vegetative
sounds
• 1-6 months – cooing, laughter,
squealing, growling
• 4-6 months – marginal babbling
• 6-8 months – reduplicated babbling
• 8-10 months – variegated babbling
• 8-12 months – echolalia*
• 9-12 months – phonetically*
consistent forms
• 9-12 months – jargon*
Language Influenced*
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12. • For parents: (Lynch, Brookshire & Fox, 1980)
▫ 18 months - ~25% intelligible
▫ 2 year olds - 50-75% intelligible
▫ 3 year olds - 75%-100% intelligible
• For unfamiliar: (Flipsen, 2006)
▫ 18 months - ~25% intelligible
▫ 2 year olds - ~50% intelligible
▫ 3 year olds - ~75% intelligible
▫ 4 year olds - 100% intelligible
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13. • Difficulty producing sounds in both languages,
even with adult assistance
• Family history of speech-language impairment
• Slower development than siblings
• Difficulty interacting with peers
• Difficulty with speech production in many routines
and settings
• Speech production unlike others with similar
cultural/linguistic experiences
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14. The differences and shared
characteristics of two sound
systems

15. /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/
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16. Spanish & English
Phonemes Side-by-Side
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17. • Consonants in both languages:
▫ b p d t g k m n l “ch” s “y” w f
• Spanish consonants not in English
▫ X ñ  (tap r) R (rolled r)
• English consonants not in Spanish
▫ v “th” (voiced and unvoiced) z “sh” “zh” “h” “j”
“ng” English r
• Spanish consonants allowed in word-final
position: r (flap), s, l, n, d

18. English consonants mastered
in words across time
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19. English consonants mastered
in words across time
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20. English consonants –GFTA 2

21. Spanish consonant acquisition -
Goldstein
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22. THREE TREE
Consonant Difference
Activity

23. SHOE CHEW
Consonant Difference
Activity

24. VASE BASE
Consonant Difference
Activity

25. /æ/ /ɔ/ /ʊ/
/u/ /ʌ/ /ɛ/
/ɪ/ /ə/
/ɑ/
/e/
/i/
/o/
/u/
SPANISH ENGLISH
Click here to download this chart as a pdf.

26. SpanishSpanish
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27. • 13-14 vowel sounds in English (depending on
dialect and detail)
• 5 vowels in Spanish (a e i o u)

28. Vowel Difference
Activity
HAT HOT

29. GET GATE
Vowel Difference
Activity

30. HIT HEAT
Vowel Difference
Activity

31. FUN PHONE
Vowel Difference
Activity

32. LOOK LUKE
Vowel Difference
Activity

33. When the rules of two sound
systems overlap or are
mutually exclusive

34. Cluster reduction
Stopping
Fronting
Assimilation
Gliding
Final consonant deletion
Deaffrication
Tap/Trill
Deviation Vocalization
SPANISH ENGLISH
Click here to download this chart as a pdf.

35. Phonological Processes: Norms
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36. English Spanish
• More clusters
• Many words ending in Cs
• Many allowable phonemes
final Cs
• CV dominated
• Few words ending in Cs
• Few allowable phonemes as
final Cs (only l, n, d, s, r)
C = Consonant
V = Vowel

37. Bilingual Influence -Cluster Reduction
Age of Acquisition Phonotactics
• Bilingual children make more
cluster reduction errors in
English than they do in
Spanish.
• 5-year-old children reduce
clusters
3.8% of the time in Spanish
7.3% of the time in English
• “Don’t” in English “Don”
• “School” “Eschool”
Spanish English
Clusters
in Final
Position
No Yes
S‐cluster
in Initial
Position
No Yes

38. Bilingual Influence –
Final Consonant Deletion
• As only /r, l, s, n, d/ exist in final position, other
final consonants are deleted or substituted.
• Anecdotal:
Voiced final consonants = substitution
▫ (e.g. Dog Dok)
Voiceless final consonants = deletion
▫ (e.g CatCa)

39. Bilingual Influence – Substitutions
As a result of the differences between the
consonant sounds of English and Spanish, some
of the influenced errors we see are:
Stopping
• /ð/  d
• /θ/ t
Fronting
• /v/ b*
Devoicing
• zs
(De)Affrication
• Jdj
• Sh ch

40. /ɲ/ /ɽʱ/ /t̪ʰ/
/ʋ/ /q/ /d̪ʱ/
/ɾ/ /pʰ/ /ʈʰ/
/x/ /bʰ/ /ɖʱ/
/kʰ/ /ɡʱ/ /tʃʰ/
/dʒʱ/ /ɣ/
/ð/ /ʒ/
/ŋ/ /θ/
/v/ /w/
HINDI ENGLISH
/b/ /d/ /ɡ/
/p/ /t/ /k/
/m/ /n/
/s/ /z/ /h/
/r/ /ʃ/
/tʃ/ /dʒ/
/j/ /l/
/f/

41. /ɑ/ /æ/
/ɔ/ /ʊ/
/u/ /ʌ/
/ɛ/ /ɪ/ /i/
/e/ /i/ /o/
/u/
HINDI ENGLISH

42. So what do we know?
• Building blocks are the same for both monolinguals
and bilinguals, and across languages
• General guidelines for intelligibility are the same
• Expect some cross-linguistic influence in speech
production where the two languages differ
• Use therapy materials that provide speech sounds that
are appropriate for the child’s age and language

43. 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.

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