Phonological Vulnerability for School-Aged Spanish-English-Speaking Bilingual Children

Autor/inn/en	Erikson, Jessie A.; Alt, Mary; Gray, Shelley; Green, Samuel; Hogan, Tiffany P.; Cowan, Nelson
Titel	Phonological Vulnerability for School-Aged Spanish-English-Speaking Bilingual Children
Quelle	In: International Journal of Bilingual Education and Bilingualism, 24 (2021) 5, S.736-756 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Erikson, Jessie A.) ORCID (Hogan, Tiffany P.) ORCID (Cowan, Nelson)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1367-0050
DOI	10.1080/13670050.2018.1510892
Schlagwörter	Accuracy; Phonology; Syllables; Bilingualism; Spanish; Elementary School Students; English (Second Language); Second Language Learning; Language Proficiency; Monolingualism; Error Patterns; Comparative Analysis; Age Differences; Gender Differences; Speech Communication; Vocabulary Development; Task Analysis; Language Patterns; Reading Tests; Language Tests; Articulation (Speech); Speech Tests; Children; Intelligence Tests; Expressive Language; Test of Word Reading Efficiency; Clinical Evaluation of Language Fundamentals; Goldman Fristoe Test of Articulation; Kaufman Assessment Battery for Children + Suchen Sie Ihr Suchwort? Fonologie; Silbe; Bilingualismus; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Fehlertyp; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Wortschatzarbeit; Aufgabenanalyse; Sprachmodell; Sprachstruktur; Lesetest; Language test; Sprachtest; Sprechtest; Child; Kind; Kinder; Intelligence test; Intelligenztest
Abstract	This study examined accuracy on syllable-final (coda) consonants in newly-learned English-like nonwords to determine whether school-aged bilingual children may be more vulnerable to making errors on English-only codas than their monolingual, English-speaking peers, even at a stage in development when phonological accuracy in productions of familiar words is high. Bilingual Spanish-English-speaking second-graders (age 7-9) with typical development (n = 40) were matched individually with monolingual peers on age, sex, and speech skills. Participants learned to name sea monsters as part of five computerized word learning tasks. Dependent t-tests revealed bilingual children were less accurate than monolingual children in producing codas unique to English; however, the groups demonstrated equivalent levels of accuracy on codas that occur in both Spanish and English. Results suggest that, even at high levels of English proficiency, bilingual Spanish-English-speaking children may demonstrate lower accuracy than their monolingual English-speaking peers on targets that pattern differently in their two languages. Differences between a bilingual's two languages can be used to reveal targets that may be more vulnerable to error, which could be a result of cross-linguistic effects or more limited practice with English phonology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01