Project title: Consonant development in typically developing Welsh-English bilingual children (PhD Bilingualism: Linguistics)

这个项目将研究在典型的发展威尔士-英语双语儿童辅音的收购。尽管威尔士有大量讲威尔士语的儿童，但很少有关于威尔士-英语双语儿童语言发展的研究（Ball，Muller & Munro，2001 a; 2001 b，Munro，Ball，Muller，Duckworth and Lyddy，2005）。关于威尔士语音学的研究总体上是有限的，基于少数说话者的描述性数据（Ball和Jones，1984; Ball和威廉姆斯，2001; Hannahs，2013）。这对在威尔士工作的SLT提出了挑战，他们需要有关威尔士-英语双语儿童语言发展的详细信息，以评估，诊断和治疗语言障碍。Munro，Ball，Muller，Duckworth and Lyddy（2005：26）指出，威尔士语是“建立在单语主义的基础上，没有考虑到双语环境中两个发展中的音系之间的关系”。现有的研究已经进行到威尔士语-英语语音习得主要集中在2岁之间的儿童;6和5，但研究表明，并不是所有的威尔士语和英语辅音是由5岁的参与者组（球，穆勒和芒罗，2001年a;球，穆勒和芒罗，2001年b;芒罗等人，2005年）。此外，这些先前的研究威尔士语和英语的同时收购已经显示了语言优势的语音习得的效果，但建议，需要进一步的工作，以探讨发展的辅音习得在威尔士语-英语双语儿童。拟议的项目将调查威尔士三个地区儿童的语言接触和语言优势，这些地区的人口中讲威尔士语的比例较高。很少有研究调查的经验和态度的从业人员在确定关注儿童谁是双语。由于缺乏资源，最近对爱尔兰SLT与爱尔兰-英语双语儿童合作的经验进行的研究使用单语英语评估（Mulgrew，Duffy和Kennedy，2022）。我们必须清楚地描述双语儿童的言语发展，以制定如何处理双语儿童的指导方针（Law等人，2000年）。对双语儿童语言发展的不同态度或缺乏知识可能会影响对需要言语和语言支持的儿童的干预。具体来说，这个项目将集中在2岁和7岁之间的威尔士-英语双语儿童的辅音库存的发展，侧重于在家里的语言暴露的影响。这将通过收集生产数据来解决，例如通过单词列表，图片命名任务以及背景父母问卷调查。将使用声学分析和语音标音的组合来描述和分析生产数据，以识别儿童的生产变体。该项目的第二个目的是调查的经验，言语和语言治疗师（SLT）和临床医生在评估，诊断和治疗双语儿童的语音通过问卷调查。这项研究将提供一个当代概述的辅音发展在威尔士-英语双语儿童从不同的背景。必须包括来自威尔士不同地区的儿童，因为他们接触到不同程度的威尔士语。本研究旨在为专业人士提供一个基准，用于与有言语，语言和沟通需求的双语儿童一起工作。

This project will examine the acquisition of consonants in typically developing Welsh-English bilingual children. Despite the large number of Welsh-speaking children in Wales, there has been little research on speech development in Welsh-English bilingual children (Ball, Muller & Munro, 2001a; 2001b, Munro, Ball, Muller, Duckworth and Lyddy, 2005). Work on Welsh phonetics in general is limited, based on descriptive data with small numbers of speakers (Ball and Jones, 1984; Ball & Williams, 2001; Hannahs, 2013). This poses a challenge for SLTs working in Wales, who require detailed information about speech development in Welsh-English bilingual children to assess, diagnose and treat speech disorders. Munro, Ball, Muller, Duckworth and Lyddy (2005: 26) note that Welsh SLT is 'founded on monolingualism which does not take into account the relationship between two developing phonologies in a bilingual context'. The existing research that has been conducted into Welsh-English speech acquisition focusses primarily on children between the ages of 2;6 and 5, but the research shows that not all of the Welsh and English consonants are acquired by the age of 5 in the participant groups (Ball, Muller & Munro, 2001a; Ball, Muller & Munro, 2001b; Munro et al, 2005). Furthermore, these previous studies on the acquisition of Welsh and English simultaneously have shown an effect of language dominance on speech sound acquisition, but proposed that further work is required to explore the development of consonant acquisition in Welsh-English bilingual children. The proposed project will investigate language exposure and language dominance in children from three areas in Wales where Welsh is spoken by a higher proportion of the population. Very few studies have investigated the experiences and attitudes of practitioners in identifying children of concern who are bilingual. Recent research on the experience of Irish SLTs working with Irish-English speaking bilingual children were using monolingual English assessments due to the lack of resources (Mulgrew, Duffy and Kennedy, 2022). It is essential that we have clear descriptions of speech development in bilingual children to develop guidelines for how to proceed with bilingual children of concern (Law et al., 2000). Varying attitudes or lack of knowledge about language development in bilingual children may affect the interventions for children who require speech and language support. Specifically, this project will focus on the development of the consonant inventory in Welsh-English bilingual children between the ages of 2 and 7, focussing on the effect of language exposure in the home. This will be addressed by collecting production data via e.g. word lists, picture naming tasks as well as background parental questionnaires. The production data will be described and analysed using a combination of acoustic analysis and phonetic transcription to identify the production variants of the children. A secondary aim of the project is to investigate the experiences of Speech and Language Therapists (SLTs) and clinicians in the assessment, diagnosis, and treatment of bilingual children's speech via questionnaires. The study will provide a contemporary overview of consonant development in Welsh-English bilingual children from different backgrounds. It is essential to include children from different regions in Wales as they are exposed to varying levels of Welsh. This study aims to provide a benchmark for professionals to use when working with bilingual children who have speech, language and communication needs.