Influences of Phonological Context on Tense Marking in Spanish-English Dual Language Learners

Autor/inn/en	Combiths, Philip N.; Barlow, Jessica A.; Potapova, Irina; Pruitt-Lord, Sonja
Titel	Influences of Phonological Context on Tense Marking in Spanish-English Dual Language Learners
Quelle	In: Journal of Speech, Language, and Hearing Research, 60 (2017) 8, S.2199-2216 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2017_JSLHR-L-16-0402
Schlagwörter	English; Spanish; Bilingual Education; Bilingual Students; Morphemes; Preschool Children + Suchen Sie Ihr Suchwort? English language; Englisch; Spanisch; Bilingual teaching; Bilingualer Unterricht; Morphem; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule
Abstract	Purpose: The emergence of tense-morpheme marking during language acquisition is highly variable, which confounds the use of tense marking as a diagnostic indicator of language impairment in linguistically diverse populations. In this study, we seek to better understand tense-marking patterns in young bilingual children by comparing phonological influences on marking of 2 word-final tense morphemes. Method: In spontaneous connected speech samples from 10 Spanish-English dual language learners aged 56-66 months (M = 61.7, SD = 3.4), we examined marking rates of past tense -ed and third person singular -s morphemes in different environments, using multiple measures of phonological context. Results: Both morphemes were found to exhibit notably contrastive marking patterns in some contexts. Each was most sensitive to a different combination of phonological influences in the verb stem and the following word. Conclusions: These findings extend existing evidence from monolingual speakers for the influence of word-final phonological context on morpheme production to a bilingual population. Further, novel findings not yet attested in previous research support an expanded consideration of phonological context in clinical decision making and future research related to word-final morphology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01