Spanish Influenced English: Typical Phonological Patterns in the English Language Learner

All material Copyright © 2004 Bilinguistics
Reprinted with the express permission of Bilinguistics as originally published on their website.

By: Brenda K. Gorman and Ellen Stubbe Kester
Brenda K. Gorman, assistant professor at Marquette University, and Ellen Stubbe Kester, president, Bilinguistics, founded Bilinguistics in 2002 to address the needs of bilingual students with communication disorders.

This is a Continuing Education Course offered by Bilinguistics, an ASHA Approved CE Provider. To take the test and receive Continuing Education Units for this course, please visit the Bilinguistics website test page for this course HERE

• Content Area: Basic Communication Processes
• Instructional Level: Basic
• Continuing Education Units: .1 (1 hour)
  

Objectives:
Participants will be able to:

• Describe basic principles of the Competition Model and its application to second language
  acquisition.
• Identify similarities and differences between the phonological systems of Spanish and English.
• Recognize common articulation patterns of sequential bilingual (Spanish/English) children
  while they are acquiring English
• Differentiate between normal articulation patterns and signs of speech impairments
  

Introduction

According to the National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs (Kindler, 2002), more than 1 in 10 children in elementary school were classified as Limited English Proficient (LEP) during the 2000-2001 school year. Spanish was the primary language of 79% of students with limited English proficiency. With the shortage of bilingual professionals, increasing numbers of monolingual SLPs are realizing the need to learn more about bilingual speech and language development to enhance their ability to provide equitable and appropriate services to their bilingual students. In response to this need, the first purpose of this paper is to review the current data about the phonological development of children who are bilingual in Spanish and English. Because there are so little data to date, the second purpose of this paper is to present a conceptual framework of bilingual development that will help SLPs distinguish between typical and atypical phonological patterns of Spanish-speaking children learning English.


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This is a Continuing Education Course offered by Bilinguistics, an ASHA Approved CE Provider. To take the test and receive Continuing Education Units for this course, please visit the Bilinguistics website test page for this course HERE



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