Typical speech sound development in 3 to 4-year old Spanish-English bilinguals

描述（申请人提供）：目前，由于缺乏对典型和非典型双语语言发展的认识，对双语儿童语音障碍的评估不足。因此，双语儿童经常被过度或低估为言语障碍。为了解决对规范性数据的需求，本研究探讨了三岁西班牙语-英语儿童的典型双语语言发展。来自四个语言组的120名发育正常的儿童，每组30名，将对他们的单字样本进行比较。由家长和教师调查确定的语言群体是1)单语英语（EN，来自讲英语的家庭，在讲英语的教室里），2)单语西班牙语（SP，来自讲西班牙语的家庭，在讲西班牙语的教室里），3)同步（SM）和4)顺序（SQ）西班牙语-英语双语者。SM来自西班牙-英语，SQ来自西班牙家庭环境。数据将在儿童开端学年的开始（3;3-3;9）和结束（3;9-4;3）收集。将比较英语中EN、SP和SQ的语音生成，以及西班牙语中SP、SM和SQ的语音生成。语音样本的语音转录分析将包括语音和音位法库存，音素准确性和语音错误模式，由语言群体进行比较。PI将对秋季和春季的样本进行横断面比较，并在秋季和春季的组内随时间变化。将对英语样本的一个子集进行声学分析，比较(C)CVC单词形状中产生的元音F1、F2-F1和前时态/松弛元音对的持续时间差异。假设与西班牙语的SP和英语的EN相比，双语儿童会有相似的语音清单，但会在言语中犯更多的错误。双语儿童在元音声学测量方面也有望有更大的变化。在双语者中，SQ比SM犯更多的英语错误，但比SM犯更少的西班牙语错误，因为他们最近接触英语。预计在秋季，西班牙语中的SQ比SM更准确，尽管预计从秋季到春季，由于英语对其发展中的音系的引入，SQ在西班牙语中的元音准确性会下降。从结果来看，PI将初步了解发音和语音对双语语言发展的贡献，为其他语言环境和双语障碍的语言发展研究提供基线。

DESCRIPTION (provided by applicant): Currently, assessment of speech sound disorders in bilingual children is inadequate because of lack of knowledge on typical and atypical bilingual speech development. As a result, bilingual children are often over- and under-identified for speech sound disorders. To address the need for normative data, the proposed study explores typical bilingual speech development in Spanish-English 3-year olds. Single word samples from 120 typically-developing children, 30 each from four language groups, will be compared. Language groups, determined by parent and teacher surveys, are 1) monolingual English (EN, from English- speaking homes in English-speaking classrooms), 2) monolingual Spanish (SP, from Spanish-speaking homes in Spanish-speaking classrooms), 3) simultaneous (SM), and 4) sequential (SQ) Spanish-English bilinguals. SM are from Spanish-English and SQ are from Spanish home environments. Data will be collected at the beginning (3;3-3;9) and end (3;9-4;3) of the children's Head Start year. Speech productions will be compared in English between EN, SP, and SQ, and in Spanish between SP, SM, and SQ. Analyses of phonetic transcription of speech samples will include phonetic & phonotactic inventory, phoneme accuracy, and phonological error patterns, compared by language groups. The PI will compare fall and spring samples cross-sectionally, and change over time within groups from fall to spring. A subset of the English samples will be analyzed acoustically, comparing vowel F1, F2-F1, and duration differences in front tense/lax vowel pairs produced in (C)CVC word shapes. It is hypothesized that bilingual children will have similar phonetic inventories but will make greater errors in their speech compared to SP in Spanish and EN in English. Bilingual children are also expected to have greater variability in vowel acoustic measures. Between bilinguals, SQ are predicted to make more errors than SM in English but fewer than SM in Spanish, because of their more recent English exposure. SQ are predicted to be more accurate than SM in Spanish in the fall, although SQ are expected to decrease in Spanish vowel accuracy from fall to spring, due to introduction of English to their developing phonology. From results, the PI will develop a preliminary understanding of articulatory and phonological contributions to bilingual speech development, provide a baseline for research on speech development in other language environments and in bilingual disorders.