Articulation and Speaking Rates in Bilinguals with Regard to Time of Exposure to One Language (original) (raw)

Articulation and speaking rates of Polish-French bilingual children

Health Psychology Report, 2018

BackgroundBilingualism or multilingualism, while being of great benefit, often presents a significant challenge for experts. In fact, the linguistic development process for monolingual and bilingual speakers differs significantly. Even though such milestones as a baby’s first words or sentences are often reached at the same time in both cases, other phenomena typical for bilingualism may appear to be disorders or delays if considered within the categories of monolingualism. The objective of the present study was to determine whether there were differences between the achievements of monolingual and bilingual children in the field of some prosodic speech aspects.Participants and procedureThe objective of the study was to collate research results concerning the speaking rates of bilingual speakers, and to compare them to the established standards in the field. The research material was obtained from a group of 16 bilingual children, unaffected by developmental, language or communicati...

Phonological Development in the Home Language among Early Polish-English Bilinguals

The study involved the analysis of Polish speech samples of 59 Polish-English bilingual children of Polish immigrants to the UK. It aimed to explore differences in phonological performance between these early bilinguals and their Polish monolingual peers. The data collection procedure involved a sentence repetition task. 14 preselected sentences from this task were subsequently analysed auditorily by three phonetically trained raters. The measures of phonological performance included the number of speech errors made by children, and the assessment of cross-linguistic influence (CLI) in twelve areas (i.e. aspects of speech). Significant differences were found between the phonological performance measures of Polish-English bilinguals vs. 24 Polish monolingual controls. Bilinguals' speech was characterised by CLI from English, especially in the production of consonants and consonant clusters. As predicted, the phonology of the migrant Polish language in Polish-English bilingual chi...

Acceleration in the bilingual acquisition of phonological structure: Evidence from Polish–English bilingual children

Bilingualism: Language and Cognition, 2014

This study examines the production of consonant clusters in simultaneous Polish–English bilingual children and in language-matched English monolinguals (aged 7;01–8;11). Selection of the language pair was based on the fact that Polish allows a greater range of consonant clusters than English. A nonword repetition task was devised in order to examine clusters of different types (obstruent-liquid vs. s + obstruent) and in different word positions (initial vs. medial), two factors that play a significant role in repetition accuracy in monolingual acquisition (e.g., Kirk & Demuth, 2005). Our findings show that bilingual children outperformed monolingual controls in the word initial s + obstruent condition. These results indicate that exposure to complex word initial clusters (in Polish) can accelerate the development of less phonologically complex clusters (in English). This constitutes significant new evidence that the facilitatory effects of bilingual acquisition extend to structural ...

The predictors of foreign-accentedness in the home language of Polish–English bilingual children

Bilingualism: Language and Cognition

We investigated the speech patterns and accentedness of Polish–English bilingual children raised in Great Britain to verify whether their L1 Polish would be perceived as different from that of monolinguals matched for age and socioeconomic status. To this end, Polish-language speech samples of 32 bilinguals and 10 monolinguals (a 3:1 ratio, MAge = 5.79) were phonetically analysed by trained phoneticians and rated by 55 Polish raters, who assessed the degree of native accent, intelligibility, acceptability and perceived age. The results show significant differences in the phonetic performance of bilingual and monolingual children – both in terms of atypical speech patterns uncovered in the phonetic analysis and in terms of the holistic accentedness ratings. We also explored the socio-linguistic predictors of accent ratings in bilingual speech and found that the amount of L1 Polish input was the main predictor of accentedness in children's L1 Polish speech, while L2 English input ...

THE LANGUAGE OF BILINGUAL POLISH-CHILEAN CHILDREN – A CASE STUDY.

The aim of this paper is to analyze real-life utterances of three bilingual Polish-Chilean children focusing on the morphosyntactic features. First of all, it provides a description of most common definitions of bilingualism and its classification as well as a definition of certain ways of creating a bilingual environment. Secondly, it presents the most common phenomena that occur in the speech of bilignual children in the process of raising them. The second part of this paper presents a list of real-life examples of speech, where there occur many instances of mixing Spanish and Polish as well as transfering grammar rules from one language and applying them to the other. It turns out that the most commonly occuring phenomena are code-switching and interference, and those deserved the most attention in the empirical part of the thesis. However, there is too little data to provide a sufficient analysis of other phenomena such as loan translations and silent period.

Speech preparation and articulation time in bilinguals and men. International Journal of Speech and Language Pathology and Audiology, 1, 37-42. DOI: 10.12970/2311-1917.2013.01.01.5

The current study investigated the relationship between word utterance preparation time and word articulation duration in young adults. In a stratified sample, 40 monolinguals’ (20 males and 20 females) and 40 bilinguals’ (20 males and 20 females) word pronunciation of English words vs. derived, scrambled non-words as well as the hesitation before speaking were measured in milliseconds. Positive effects of bilingualism were found as these speakers showed significantly faster articulation of new non-words than their monolingual counterparts. Sex differences showed that independently of the number of languages men were able to speak, they needed more speech preparation time than women, but no difference in the duration of their word articulation time was observed. Preparation and articulation were correlated in monolingual speakers, but not in bilingual speakers. This suggests that the phonological loop was circumvented in bilingual speakers. We presume that bilinguals map multi-lingual phonology and were thus not saving time during preparation for articulation, but they appeared to have benefited from knowing multiple fine motor mouth movements of various languages during articulation itself. Future research may benefit from controlling the psychological factor of confidence when preparing to speak.

Crosslinguistic influence in English as the weaker language of French-English and Polish-English bilingual children

Studia Linguistica Universitatis Iagellonicae Cracoviensis, 2018

This study aims to assess the extent of crosslinguistic influence in English as the weaker language of unbalanced bilingual children, and to compare the extent of such influence to that reported in the second language acquisition (SLA) literature. Additionally, by comparing children from different L1 backgrounds, we aim to see if typological distance impacts crosslinguistic influence. We collected elicited speech samples from 16 Polish-English and 44 French-English children who have had dual language input from birth, but whose English is weaker mostly because it is absent outside the home environment. The crosslinguistic error rates (an average of 6%) are lower for our participants than averages found in SLA literature, but still considerably high. Although French-and Polish-dominant children present comparable error profiles, the extent of crosslinguistic influence tends to be greater in the case of French-English bilinguals than for Polish-English bilinguals, which may reflect the perceived distance between the languages.

ASPECTS OF SPEECH DEVELOPMENT AT PRESCHOOLERS IN BILINGUAL COMMUNICATION ENVIRONMENTS

At pre-school age, children experience an unprecedented development on all personality levels, by widening and complicating the relationship with the environment, based on the requirements of activity and communication. Therefore, children face a rapid development of speech and thinking. The development of speech is determined by the evolution of thinking, which at its turn contributes to the assimilation of different aspects of language and vocabulary. In our study, we try to show to which extend a bilingual environment favours the speech enhancement at preschoolers, contributing to the development of several opportunities such as the development of linguistic creativity, of cognitive processes, facilitation of third language enhancement. In this respect, we have carried out a comparative study between the level of speech development at preschoolers in a bilingual and a monolingual environment.

The Effects of Early Bilingualism on Children’s Language Development

This research makes an attempt through a case study and the use of previous studies to the test hypotheses of prominent researchers (e.g.: Francois Grosjean, Ellen Bialystok, Jürgen Meisel) and show that bilingual development depends on environmental influence as much as on the children’s individual aptitude and general intelligence. The paper is divided into two parts. The first part presents the controversial theories on bilingual children’s language development, based on previous research, and makes a comparison between bilingual and monolingual children’s language development. The second part is going to carry out the case study, focusing on eight bilingual children’s (between the age of 4 and 11) language development process, and more closely on three of the most common assumptions: 1. Bilingual children start speaking later than monolingual children. 2. Bilingual children are equally proficient in their languages. 3. Code-switching is caused by bilingual children’s inability to distinguish their languages.

Bilingual advantage? Literacy and phonological awareness in Polish-speaking early elementary school children learning English simultaneously

Acta Neuropsychologica

In most studies, paired bilingual programs turned out to be more effective in L2 (usually English) literacy acquisition than other types of programs. L1 reading proficiency was shown to foster second language reading acquisition across many languages. However, little is known about L1 reading acquisition in bilingual programs. The study examines the effect of a paired-bilingual education program conducted in Polish (L1) and English (L2) on word reading fluency in Polish as L1 after an average of 1 and 2.5 years of literacy training. 61 Polish children obtaining Polish-only literacy training and 54 children obtaining the paired-bilingual Polish-English literacy training completed word and pseudoword reading and onset-rhyme (rhyme production) and phoneme awareness (phoneme deletion and phonemic differentiation) tasks in Polish. Also Rapid Automatized Naming (RAN) and English (L2) word fluency were tested. A strong main effect of the literacy level was observed, pointing to a progressi...