Hostname: page-component-cd9895bd7-7cvxr Total loading time: 0 Render date: 2024-12-27T13:07:38.201Z Has data issue: false hasContentIssue false
  • English
  • Français

What factors influence phonological production in French-speaking bilingual children, aged three to six years?

Published online by Cambridge University Press:  18 February 2020

Margaret KEHOE  and
Chloé GIRARDIER
Margaret KEHOE*
Affiliation:
University of Geneva
Chloé GIRARDIER
Affiliation:
University of Geneva
*
*Corresponding author. Faculté de psychologie et des sciences de l’éducation, Université de Genève, 28, bd du Pont-d'Arve, 1205 Genève. Tel: 0041 22 379 9155. E-mail: Margaret.Winkler-Kehoe@unige.ch
Get access Rights & Permissions [Opens in a new window]

Abstract

This study examines the influence of bilingual status, language-internal (complexity of L1 phonology), language-external (dominance), and lexical (L2 vocabulary score) factors on phonological production in French-speaking monolingual (n = 37) and bilingual children (n = 64) aged three to six years. Children participated in an object and picture naming task which tested different phonological features. The bilinguals’ first languages were coded in terms of the complexity of these phonological features. In addition, the parents completed a questionnaire on their child's language dominance and the children were administered a vocabulary test in their L2. Results indicated that vocabulary was the principal predictor of phonological accuracy across both age groups. Apparent monolingual–bilingual differences and dominance effects could largely be explained by vocabulary scores: children who scored better on a vocabulary test obtained superior phonological accuracy. Language-internal effects were minimal and marginally influenced vowel accuracy only.

Type
Articles
Information
Journal of Child Language , Volume 47 , Issue 5 , September 2020 , pp. 945 - 981
Check for updates
Copyright
Copyright © Cambridge University Press 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aicart-De Falco, S., & Vion, M. (1987). La mise en place du système phonologique du français chez les enfants entre 3 et 6 ans: une étude de la production. Cahiers de Psychologie Cognitive, 7, 247–66.Google Scholar
Almeida, L., Rose, Y., & Freitas, J. (2012). Prosodic influence in bilingual phonological development: evidence from a Portuguese–French first language learner. In Biller, A., Chung, E., & Kimball, A. (Eds.), Proceedings of the 36th Annual Boston University Conference on Language Development (pp. 42–52). Somerville, MA: Cascadilla Press.Google Scholar
Ball, M., Müller, N., & Munro, S. (2001). The acquisition of the rhotic consonants by Welsh–English bilingual children. International Journal of Bilingualism, 5, 71–86.CrossRefGoogle Scholar
Bassano, D., Labrell, F., Champaud, C., Lemétayer, F., & Bonnet, B. (2005). Le DLPF: un nouvel outil pour l’évaluation du développement du langage de production en français. Enfance, 2, 171–208.CrossRefGoogle Scholar
Bates, D., Maechler, M., Bolker, B., & Walker, S. (2015). Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67, 1–48.CrossRefGoogle Scholar
Byers-Heinlein, K. (2013). Parental language mixing: its measurement and the relation of mixed input to young bilingual children's vocabulary size. Bilingualism: Language and Cognition, 16, 32–48.CrossRefGoogle Scholar
Cobo-Lewis, A. B., Pearson, B. Z., Eiler, R. E., & Umbel, V. C. (2002). Effects of bilingualism and bilingual educations on oral and written English skills: a multifactor study of standardized test outcomes. In Oller, D. K. & Eilers, R. E. (Eds.), Language and literacy in bilingual children (pp. 43–63). Clevedon: Multilingual Matters.Google Scholar
Cooperson, S., Bedore, L., & Peña, E. (2013). The relationship of phonological skills to language skills in Spanish–English speaking bilingual children. Clinical Linguistics & Phonetics, 27, 371–89.CrossRefGoogle ScholarPubMed
Coquet, F., Ferrand, P., & Roustit, J. (2009). EVALO 2-6. Isbergues: Ortho Edition.Google Scholar
Dryer, M., & Haspelmath, M. (Eds.) (2013). The world atlas of language structures online. Leipzig: Max Planck Institute for Evolutionary Anthropology. Online <http://wals.info> (last accessed 4 May 2017).Google Scholar
Flege, J. (1995). Second-language speech learning: theory, findings, and problems. In Strange, W. (Ed.), Speech perception and linguistic experience: issues in cross-language research (pp. 233–73). Timonium, MD: York Press.Google Scholar
Genesee, F., & Nicoladis, E. (2006). Bilingual first language acquisition. In Hoff, E. & Shatz, M. (Eds.), Blackwell handbook of language development (pp. 324–42). West Sussex: Wiley Blackwell.Google Scholar
Gierut, J. (2001). Complexity in phonological treatment: clinical factors. Language, Speech, and Hearing Sciences in Schools, 32, 229–41.CrossRefGoogle ScholarPubMed
Gildersleeve-Neumann, C., Kester, E., Davis, B., & Peña, E. (2008). English speech sound development in preschool-aged children from bilingual English–Spanish environments. Language, Speech, and Hearing Services in Schools, 39, 314–28.CrossRefGoogle ScholarPubMed
Gildersleeve-Neumann, C., & Wright, K. (2010). English speech acquisition in 3- to 5-year-old children learning Russian and English. Language, Speech, and Hearing Services in Schools, 41, 429–44.CrossRefGoogle ScholarPubMed
Golberg, H., Paradis, J., & Crago, M. (2008). Lexical acquisition over time in minority first language children learning English as a second language. Applied Psycholinguistics, 29, 1–25.CrossRefGoogle Scholar
Goldstein, B., & Bunta, F. (2012). Positive and negative transfer in the phonological systems of bilingual speakers. International Journal of Bilingualism, 16, 388–401.CrossRefGoogle Scholar
Goldstein, B., Bunta, F., Lange, J., Rodriguez, J., & Burrows, L. (2010). The effects of measures of language experience and language ability on segmental accuracy in bilingual children. American Journal of Speech-Language Pathology, 19, 238–47.CrossRefGoogle ScholarPubMed
Goldstein, B., Fabiano, L., & Washington, P. (2005). Phonological skills in predominantly English-speaking, predominantly Spanish-speaking, and Spanish–English bilingual children. Language, Speech, and Hearing Services in Schools, 36, 201–18.CrossRefGoogle ScholarPubMed
Grech, H., & Dodd, B. (2008). Phonological acquisition in Malta: a bilingual language learning context. International Journal of Bilingualism, 12, 155–71.CrossRefGoogle Scholar
Hambly, H., Wren, Y., McLeod, S., & Roulstone, S. (2013). The influence of bilingualism on speech production: a systematic review. International Journal of Language and Communication Disorders, 48, 1–24.CrossRefGoogle ScholarPubMed
Hoff, E., & Core, C. (2013). Input and language development in bilingually developing children. Seminars in Speech and Language, 34, 215–26.Google ScholarPubMed
Hoff, E., Core, C., Place, S., Rumiche, R., Señor, M., & Parra, M. (2012), Dual language exposure and early bilingual development. Journal of Child Language, 39, 1–27.CrossRefGoogle ScholarPubMed
Junker, D., & Stockman, I. (2002). Expressive vocabulary of German–English bilingual toddlers. American Journal of Speech-Language Pathology, 11, 381–94.CrossRefGoogle Scholar
Keffala, B., Barlow, J., & Rose, S. (2018). Interaction in Spanish–English bilingual's acquisition of syllable structure. International Journal of Bilingualism, 22(1), 16–37.CrossRefGoogle Scholar
Kehoe, M. (2015). Cross-linguistic interaction: a retrospective and prospective view. In Babatsouli, E. & Ingram, D. (Eds.), Proceedings of the International Symposium on Monolingual and Bilingual Speech 2015 (pp. 141–67). Online <http://ismbs.eu/publications>..>Google Scholar
Kehoe, M., Chaplin, E., Mudry, P., & Friend, M. (2015). La relation entre le développement du lexique et de la phonologie chez les enfants francophones. Rééducation Orthophonique, 263, 61–85.Google Scholar
Kehoe, M., & Havy, M. (2019). Bilingual phonological acquisition: the influence of language-internal, language-external, and lexical factors. Journal of Child Language, 46, 292–333.CrossRefGoogle Scholar
Kehoe, M., Niederberger, N., & Bouchut, A.-L. (2020). The development of a speech sound screening test for French-speaking monolingual and bilingual children. Unpublished manuscript.Google Scholar
Kern, S., & Gayraud, F. (2010). L'inventaire français du développement communicatif. Grenoble: Editions La Cigale.Google Scholar
Law, N., & So, L. (2006). The relationship of phonological development and language dominance in bilingual Cantonese–Putonghua children. International Journal of Bilingualism, 10, 405–28.CrossRefGoogle Scholar
Lleó, C. (2015). On the permeability of German–Spanish bilinguals’ phonological grammars. In Babatsouli, E. & Ingram, D. (Eds.), Proceedings of the International Symposium on Monolingual and Bilingual Speech 2015 (pp. 196–206). Online <http://ismbs.eu/publications>..>Google Scholar
Lleó, C., Kuchenbrandt, I., Kehoe, M., & Trujillo, C. (2003). Syllable final consonants in Spanish and German monolingual and bilingual acquisition. In Müller, N. (Ed.), (Non)Vulnerable domains in bilingualism (pp. 191–220). Amsterdam: John Benjamins.CrossRefGoogle Scholar
MacLeod, A., Laukys, K., & Rvachew, S. (2011). The impact of bilingual language learning on whole-word complexity and segmental accuracy among children aged 18 and 36 months. International Journal of Speech-Language Pathology, 13, 490–9.CrossRefGoogle ScholarPubMed
Mayr, R., Howells, G., & Lewis, R. (2015). Asymmetries in phonological development: the case of word-final cluster acquisition in Welsh–English bilingual children. Journal of Child Language, 42, 146–79.CrossRefGoogle ScholarPubMed
Meziane, R., & MacLeod, A. (2017). L'acquisition de la phonologie en français langue seconde: le profile phonologique d'enfants allophones en maternelle. Canadian Journal of Applied Linguistics, 20, 1–17.CrossRefGoogle Scholar
Montanari, S., Mayr, R., & Subrahmanyam, K. (2018). Bilingual speech sound development during the preschool years: the role of language proficiency and cross-linguistic relatedness. Journal of Speech, Language and Hearing Research, 61, 2467–86.CrossRefGoogle ScholarPubMed
Morrow, A., Goldstein, B., Gilhool, A., & Paradis, J. (2014). Phonological skills in English language learners. Language, Speech and Hearing Services in Schools, 45, 26–39.CrossRefGoogle ScholarPubMed
Paradis, J., & Genesee, F. (1996). Syntactic acquisition in bilingual children: Autonomous or inderdependent? Studies in Second Language Acquisition, 18, 1–25.CrossRefGoogle Scholar
Pearson, B., Fernandez, S., Lewedeg, V., & Oller, K. (1997). The relation of input factors to lexical learning by bilingual infants. Applied Psycholinguistics, 18, 41–58.CrossRefGoogle Scholar
Pearson, B., Fernandez, S., & Oller, K. (1993). Lexical development in bilingual infants and toddlers: comparison to monolingual norms. Language Learning, 43, 93–120.CrossRefGoogle Scholar
Petinou, K., & Okalidou, A. (2006). Speech patterns in Cypriot-Greek late talkers. Applied Psycholinguistics, 27, 335–53.Google Scholar
R Development Core Team (2015). R: A language and environment for statistical computing. Vienna: R Foundation for Statistical Computing.Google Scholar
Rescorla, L., & Ratner, N. B. (1996). Phonetic profiles of toddlers with specific expressive language impairment (SLI-E). Journal of Speech, Language, and Hearing Research, 39, 153–65.CrossRefGoogle Scholar
Rose, Y., & MacWhinney, B. (2014). The PhonBank initiative. In Durand, J., Gut, U., & Kristoffersen, G. (Eds.), The Oxford handbook of corpus phonology (pp. 380–401). Oxford University Press.Google Scholar
Rose, Y., MacWhinney, B., Byrne, R., Hedlund, G., Maddocks, K., O'Brien, P., & Wareham, T. (2006). Introducing Phon: a software solution for the study of phonological acquisition. In Bamman, D., Magnitskaia, T., & Zaller, C. (Eds.), Proceedings of the 30th Boston University Conference on Language Development (pp. 489–500). Somerville, MA: Cascadilla Press.Google Scholar
Ruiz-Felter, R., Cooperson, S., Bedore, L., & Peña, E. (2016). Influence of current input–output and age of first exposure on phonological acquisition in early bilingual Spanish–English-speaking kindergarteners. International Journal of Language and Communication Disorders, 51, 368–83.Google ScholarPubMed
Scarpino, S. (2011). The effects of language environment and oral language ability on phonological production proficiency in bilingual Spanish–English speaking children. Unpublished PhD thesis, Pennsylvania State University. Online <https://etda.libraries.psu.edu/files/final_submissions/5577>..>Google Scholar
Shriberg, L. (1993). Four new speech and voice-prosody measures for genetics research and other studies in developmental phonological disorders. Journal of Speech, Language, and Hearing Research, 36, 105–40.Google Scholar
Smith, B. L., McGregor, K. K., & Demille, D. (2006). Phonological development in lexically precocious 2-year-olds. Applied Psycholinguistics, 27, 355–75.CrossRefGoogle Scholar
Sorenson Duncan, T., & Paradis, J. (2016). English language learners’ nonword repetition performance: the influence of L2 vocabulary size, length of L2 exposure and L1 phonology. Journal of Speech, Language, and Hearing Research, 59, 39–48.CrossRefGoogle Scholar
Stoel-Gammon, C. (2011). Relationships between lexical and phonological development in young children. Journal of Child Language, 38, 1–34.CrossRefGoogle ScholarPubMed
Tamburelli, M., Sanoudaki, E., Jones, G., & Sowinska, M. (2015). Acceleration in the bilingual acquisition of phonological structure: evidence from Polish–English children. Bilingualism: Language and Cognition, 18, 713–25.CrossRefGoogle Scholar
Thordardottir, E. (2011). The relationship between bilingual exposure and language development. International Journal of Bilingualism, 15, 426–45.CrossRefGoogle Scholar
Thordardottir, E. (2015). The relationship between bilingual exposure and morphosyntactic development. International Journal of Speech-Language Pathology, 17, 97–114.CrossRefGoogle ScholarPubMed
Tuller, L. (2015). Clinical use of parental questionnaires in multilingual contexts. In Armon-Lotem, S., de Jong, J., and Meir, N. (Eds.), Assessing multilingual children: disentangling bilingualism from language impairment (pp. 301–30). Bristol: Multilingual Matters.Google Scholar
Supplementary material: File

Kehoe and Girardier supplementary material

Kehoe and Girardier supplementary material

Download Kehoe and Girardier supplementary material(File)
File 61.6 KB