Lecture 13 Flashcards
(52 cards)
Dialects:
mutually intelligible forms of a language associated with a particular regions or ethnic group.
“Mainstream american english, eastern American English, African American English, spnaish influenced English.”
mutually intelligible forms of a language associated with a particular regions or ethnic group. “Mainstream american english, eastern American English, African American English, spnaish influenced English.”
No dialect is
superior, however some hold more prestige based on whatever group is dominant in that area
They are not a _____ or a ______!
disorder
deviation
Dialects are largely due to
the lack of linguistic contact among groups due to geographical or socioeconomic reasons and that isolation has caused an increase in the number and pervasiveness of dialects
Some facts about dialects:
We all have a dialect
Some features are shared by many dialects
Dialectal features are greatly affected by peer interaction and speech community
Dialects are precise- have own syntactic/ phonological structure (can be grouped into patterns)
How dialects got started:
Pidgin:
a simplified and limited system of communication that develops out of necessity between groups of people (basic communication used for trading)
If a pidgin did get passed down then it was considered a creole.
Creole:
a more complex system of primary communication with its own phonological, semantic, syntactic, and pragmatic rules “mother tongue of a community”
• Ex: Louisiana French Creole; African slaves brought to Louisiana with heavy Cajun influence
To make appropriate assessment and treatment decisions, the clinician needs the knowledge of a child’s
linguistic and cultural background
Cultural background meaning
meaning how they express themselves, speak to each other, expectations
The clincian must know the_______________ of the linguistically diverse child’s primary language
language & phonological characteristics, properties, and rules
Also how the ________ affects ______________
primary language affects the learning of the secondary language
How to determine…
whether there is a language or phonological disorder in the child’s first language, the second language or both
Careful selection of
standardized tests that give credit to dialect-sensitive items, an extensive conversational speech sampling, reading sample, a detailed interview of parents or caregivers, comparing the child’s speech to the caregivers, and a good understanding of the culture and communication pattern of the child and family help make an appropriate diagnosis.
Treatment goal should be
improved phonological properties of the specific dialect of the child
________ should be the first set of targets
Phonemes whose pattern of usage is the same in mainstream American English is the same and the other dialect
Second target should be…
phonemes the child does not use or misuses within the patterns of his primary dialect or language.
Specific phonological patterns targeted should be
consistent with his dialect/language
Acquiring the sound patterns of MAE might be a
pragmatic decision the client or the parents make.
Phonological Development in Bilingual Children
Based on several studies of bilingual children found that bilingual children…
maintain two different phonological systems for language- they learn each one separately
Phonetic development was
similar to those of monolingual children
Exhibit phonological patterns that were
not typical for monolingual speakers (i.e., atypical aspiration)
Overall
Made more
Distorted
These differences
Show
Less
lower intelligibility
consonant and vowel errors
sounds
faded over time
cross linguistic effects
accurate on some aspects of the phonological system in comparison to their monolingual peers
Simultaneous bilingualism:
they are learning both languages at the same time
Successive bilingualism:
grow up speaking one language and decide to learn another one later on (rarely are they equally competent in both languages- one will usually dominate)
