Multilingual Considerations

Question 1

Accent

Answer 1

• Speech variation

- Influences in the phonology of a language due to second language knowledge

Question 2

Examples of an Accent

Answer 2

Examples:

• Eschool for school
• Soi for Zoi

Question 3

Dialect

Answer 3

Any language variety that is shared by a group of people (including phonology, morphosyntax, vocabulary)
Usually associated with a particular region, social class, or ethnic group

Question 4

Examples of a Dialect

Answer 4

Examples:

-Soda vs. coke vs. pop

Question 5

Definition of Bilingualism

Answer 5

Bilinguals are those who use two or more languages (or dialects) in their everyday lives

Question 6

Sequential Bilingualism

Answer 6

• Initial exposure to both languages by the age of 3, learning both languages concurrently
• One parent language, home language vs community language

Question 7

Simultaneous Bilingualism

Answer 7

• Exposure to the second language after the age of 3

- Exposure to L2 when entering school

Question 8

There is __________ variability in _______ than __________ bilinguals.

Answer 8

more; sequential; simultaneous

Question 9

Language Dominance

Answer 9

• Greater proficiency (and use?) in one language than the other
• Levels: balanced, English-dominant, Spanish-dominant

Question 10

Language Proficiency

Answer 10

• the ability to speak or perform in one language
• Accuracy/ correctness (grammar, syntax, vocabulary, discourse)
• Linked to fluency & competency
• Levels: basic knowledge, conversant, proficient, fluent, native speaker

Question 11

Positive Transfer

Answer 11

more advanced or similar skills compared to monolinguals

Question 12

Negative Transfer

Answer 12

slower phonological development compared to monolinguals (but not deviant)

Question 13

Scope of Assessment

Answer 13

-Assess both languages
-Use formal and informal tools
Target areas:
-Speech production (single words & connected
speech)
-Intelligibility
-Stimulability
-Speech perception
-Hearing, oral mech, language etc.

Question 14

Steps when undertaking a multilingual assessment

Answer 14

• Get familiar with the target language assessment tool
• Train a native speaker to help with test administration
• Obtain a recording of an adult speaking the same language/dialect taking the test (for comparison)
• Audio- and video-record test administration to the child
• Transcribe and analyze the child’s speech based on the language’s phonology
• Identify whether the child’s speech is significantly different from the comparative measure
• Develop an intervention plan with the help of parent and interpreter

Question 15

Speech Sound Analysis

Answer 15

-Speech transcription (Become familiar with all symbols of IPA and practice)
-Get help from a native speaker
-Independent analysis
-Relational analysis
-SODA & PCC-R (includes distortions)
-pMLU
-Pattern analysis
-Intelligibility
-Intelligibility Context Scale (ICS) in multiple
languages

Question 16

pMLU

Answer 16

• 1 point for every sound [vowels and consonants] in the world, regardless of being correct or not, and 1 extra point for every correct consonant
• Need at least 25 randomly chosen words

Question 17

pMLU Example

Answer 17

/bwæk/ vs. /bæk/ for /blæk/

Question 18

Clinical Decisions

Answer 18

1. Speech accent/dialectal difference or sound disorder? (difficulties should be present in both languages)
2. Prioritizing developmental goals (phonological processes that occur in both languages —-> then that affect one language more than another —–> then processes unique to one language
3. Select language for treatment (limited research, treat in one and see cross-linguistic carry-over OR treat in both languages)