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

项目名称：典型威尔士英语双语儿童的辅音发展（双语博士：语言学）

• 批准号: 2877014
• 金额: --
• 依托单位: Bangor University
• 依托单位国家: 英国
• 项目类别: Studentship
• 财政年份: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 未结题
• 来源: https://gtr.ukri.org/projects?ref=studentship-2877014
• 关键词: Project; title; Consonant; development; typically

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.

这个项目将研究典型发展中的威尔士-英语双语儿童的辅音习得。尽管威尔士有大量讲威尔士语的儿童，但关于威尔士语-英语双语儿童语言发展的研究却很少（Ball, Muller & Munro, 2001a; 2001b; Munro, Ball, Muller, Duckworth and Lyddy, 2005）。威尔士语音学的研究总体上是有限的，基于少量说话者的描述性数据（Ball and Jones, 1984; Ball & Williams, 2001; Hannahs, 2013）。这对在威尔士工作的语言教师提出了挑战，他们需要关于威尔士-英语双语儿童语言发展的详细信息来评估、诊断和治疗语言障碍。Munro, Ball, Muller， Duckworth和Lyddy（2005: 26）指出，威尔士语的SLT是“建立在单语制的基础上的，它没有考虑到双语环境中两个发展中的音系之间的关系”。目前对威尔士语-英语语言习得的研究主要集中在两岁之间的儿童；但研究表明，在参与组中，并非所有的威尔士语和英语辅音都在5岁时习得（Ball, Muller & Munro, 2001a; Ball, Muller & Munro, 2001b; Munro et al, 2005）。此外，这些关于威尔士语和英语同时习得的研究已经显示了语言优势对语音习得的影响，但提出需要进一步研究威尔士语-英语双语儿童辅音习得的发展。拟议中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，这些地区讲威尔士语的人口比例较高。很少有研究调查了从业人员在识别双语儿童方面的经验和态度。由于缺乏资源，最近对爱尔兰语言教师与说爱尔兰-英语的双语儿童合作的经验的研究使用了单语英语评估（Mulgrew， Duffy和Kennedy， 2022）。我们有必要对双语儿童的语言发展进行清晰的描述，以制定如何处理双语儿童的指导方针（Law et al., 2000）。双语儿童对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。具体而言，该项目将重点关注2至7岁威尔士-英语双语儿童辅音量表的发展，重点关注家庭语言暴露的影响。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。将使用声学分析和语音转录相结合的方法来描述和分析生产数据，以确定儿童的生产变体。该项目的第二个目的是通过问卷调查来调查语言治疗师和临床医生在评估、诊断和治疗双语儿童语言障碍方面的经验。本研究将提供不同背景的威尔士-英语双语儿童辅音发展的当代概况。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。这项研究的目的是为专业人士提供一个基准，以便他们在处理有言语、语言和沟通需要的双语儿童时使用。