Dialects

Question 1

What is Dialect Leveling?(2)

Answer 1

When one particular dialect is used through education and broadcasting

It can also occur because of increased contact between dialect groups

Question 2

What is a Register?

What does this depend upon?

Answer 2

A speaker’s use of particular features

On the context and conversational partners

Question 3

What do we call the extent of someone’s use of dialectical features?

What does this depend on? (3)

Answer 3

Dialect density

Socio-economic status

Geography

Education

Question 4

What is Gradient Stratification?

How does this relate to AAE (African-American English)?

Answer 4

Systematic differences in the use dialect features

More features of AAE were used in those in lower SE groups than in higher ones

Question 5

What is Sharp Stratification?

How does this relate to AAE (African-American English)?

Answer 5

Linguistic features that clearly differentiate SE groups based on frequency of usage

Substitution of /f/ for /θ/ denotes identification of working class

Question 6

What is the most important position to pay attention to in AAE?

Answer 6

Initial

Question 7

Are the phonetic skill of children speaking AAE similar to those speaking GAE?Are phonemes acquired at the same rate? How? (3)

Answer 7

Yes

No

Those speaking GAE acquired /θ/ earlier

Those speaking AAE acquired /s, z/ early but had more stop, fricative, and affricate errors

Question 8

What are three consonant patterns in EAE (Eastern American English)?

Answer 8

/j/ Addition (/nu/ -> /nju/)

Glottalization (/bɑtəl/ -> /bɑʔəl/)

/t, d/ Substitution for /θ, ð/ (/ðɪs/ -> /dɪs/)

Question 9

What are three consonant patterns in SAE (Southern American English)?

Answer 9

Velar Fronting (/rʌnɪŋ/ -> /rʌnɪn/)

/j/ Addition (/nu/ -> /nju/)

Voicing Assimilation (/grisi/ -> /grizi/)

Question 10

What sorts of information do SLPs need to gather when assessing individuals whose home language is not English?(4)

Answer 10

Segmental

Prosodic

Syllabic

Developmental

Question 11

How do Spanish dialects tend to vary?

Why is this important to SLPs?

Answer 11

Consonant sound classes

We need to know the child speaks Spanish and the dialect of Spanish

Question 12

What are the first kinds of syllables spoken by Spanish-speaking infants?

Answer 12

CV containing oral and nasal stops and front vowels

Question 13

What have Spanish-speaking children mastered by 3.5 years?(3)

Answer 13

Dialect features of their community

Vowel system

Majority of consonants

Question 14

What have Spanish-speaking infants mastered by 18 months?

Answer 14

All vowels

Question 15

What consonants do TD developing Spanish-speaking children exhibit difficulty with at the end of preschool?(2)

Answer 15

Consonant clusters

Phonemes including /ð, s, ʃ, ʧ, ɾ, r, l/

Question 16

What phonological processes have TD developing Spanish-speaking children mastered at the end of preschool?(4)

Answer 16

Cluster reduction

Unstressed syllable deletion

Stridency deletion

Tap/trill deviation

Question 17

What phonological processes do TD developing Spanish-speaking children exhibit difficulty with at the end of preschool?(5)

Answer 17

Velar and palatal fronting

Prevocalic singleton omission

Stopping

Liquid simplification

Assimilation

Question 18

When does perceptual discrimination of tones begin in infants?

Answer 18

As early as 10 months

Question 19

What do infants learn first: segments or tones?

Answer 19

Tones

Question 20

Phonological development in bilingual children is ______ than monolingual children.

Could they differentiate each phonology?

Answer 20

Slower

Yes

Question 21

What is interesting about error patterns in bilingual children?

Answer 21

They exhibit a larger number of errors and atypical errors

Question 22

What does Negative Transfer mean?

Answer 22

Child develops phonological skills in both languages slower than his monolingual peers

Question 23

What does Positive Transfer mean?

Answer 23

Child develops phonological skills in both languages faster or commensurate with his monolingual peers.

Question 24

Do most studies show that the language ability of bilingual children is commensurate with their monolingual peers?(2)

Answer 24

Yes, They catch up eventually

Question 25

What is bi-directional influence?

Answer 25

When the languages in a bilingual person influence each other

Question 26

What are five examples of the phonology of one language influencing another?

Answer 26

Languages don’t have the same phonetic inventories

Languages have a different distribution of sounds (Hmong only has the final sound /ŋ/).

Consonants have different places of articulation (Spanish /d/ more dentalized)

Languages have different phonological rules

How and when pronunciation is acquired contributes to how languages influence each other (learning to write English words before learning sound-letter correspondence)

Question 27

What do we need to learn when assessing a bilingual child?

Answer 27

Is the child’s phonological system within normal limits for their linguistic community (but don’t assume based on location or race)

Question 28

What three things can SLPs do to account for dialectical features?

Answer 28

Become knowledgeable with the features of the dialect or language

Sample adult speakers in the child’s community

Ask for more information from interpreter

Question 29

What language should we assess bilingual children in?

Answer 29

Both if at all possible

Question 30

What should be included in an assessment of a bilingual child?(2)

Answer 30

Formal measures (assessments, etc.)

Informal measures (speech sample, etc.)

Question 31

What question can we ask parents about a child’s dialectical use?

Answer 31

Does your child sound like other children in their peer group?

Question 32

What is a Bilingual Approach?(4)

Answer 32

Address sounds common in both languages first

Identify errors in both languages

Most likely to improve intelligibility across languages

Generalization

Question 33

What is a Cross-Linguistic Approach?(2)

Answer 33

Focus on specific skills that exist in only one language

Both languages are targeted; however skills are worked on separately in each