• not always spontaneous
• but 1 worded or
• elicted responses

we do NOT provide treatment to change a dialect

but ppl can elect to acquire a new dialect thru therapy

do not have them change or get rid of thier dialect b/c there is nothing wrong with it

it must be representative to the environment

it's not fair for a client to be compared to a standard that's not representative to them

so compare them with thier own community and environment  

decide what's a disorder or differences when comparing to others of same community b/c speak same dialectal variation

some just depend on context and interlocutor (register) - changes in speech style, speaking to friends or processors = informal to formal

others are related to social, ethnic and geographical characteristics of the speakers (dialect) - mutually intellibly forms of a language

different varietes of English

(within these groups we can make generalizations)

• Eastern American English/Southern American Enlglish - AKA - MAE (mainsteam am eng)
• Appalachian/Ozark English
• Caribbean English
• AAVE
• Mexican American Spanish
• Puerto Rican Spanish
• Cuban Spanish                South American engl

used by groups of ppl who wish and need to comm w/ each other but lack a common lang (borrow words from a lang & becomes rudimentary pidgin)

may develop into a creole

have no grammar and no sofistication

a pidgin lang that has become the mother tongue of a community

when children born in pidgin lang & transfrom it into a new lang (happens thru generations)

EX: haitain creole and Jamaican patwa - have a lot of engl infleunce

• Gullah - spoken on islands off coasts of S Caroloina & Georgia (similar to Jam creole)
• Hawaiian creole - 19th cent, Polynesian, European, Asian, & pidgin langs
• Lousiana French creole - native lang of W Afr slaves brought to S Lousiana by french colonists (cajun influence form cananda)
• Haitian creole - almost 6 million speakers. 3 dialects, northern, central (Port-au-Prince), and southern

• spoken by many but not all Afri Amer
• it's systematic, complete w/ rul-governed phonology, semantic, syntactic, &prag systems
• it evolved from plantation Creole & suffered a process of decreolization
• progressive decrease in usage of particular features from lower to highter class groups
• EX: f/th is common in lower & del of r is less common

• predominant dialect spoken in US
• one of a few dialects that are not really related to a geographical region
• spoken all over US but not by every Afr Amer
• a lot of features so they are not obligatory & happen sometimes
• most common features - f/th, deletion of /r/, and stopping of voiced /th/

1st and 2nd languages....

development of AAVE phonology

(my notes pg 5 top slide)

• population of all minoties are increasing significantly (whenever there is a contact b/t 2 langs, each influnce the other)
• influence may be due to absence of phonemes or allophones in a lang (aspirated p, t, k, sh, v, z, and dz don't occur in Span, also the only final consonants in Span are s, n, r, l, d, and there are differences in place of artic (Span & Eng d)
• also, b/c Eng may be acquired in written form first & Eng lacks 1-to-1 correspondence, some generalizations are incorrectly applied
• EX: /s/ in basin and in measure

• approximately 27 million speakers in US
• 6 major dialects: (differences = lexicol & phonological)
• Mexian and Southern US (Mex highest but FL cub & carib)
• Central American
• Caribbean
• Highlandian
• Chilean and South Paraguyan
• Uraguayan and Argentinean

• 5 vowels = 2 frontal (e,i) & 3 back (u,o,a)
• 18 phonemes in standard spanish
• v.l.unaspirated stops (p,t,k) & v. stops (b,d,g)
• voiceless fricatives (f, s, X-jaula, jaron)
• affricate (ch)
• glides (j,w)
• lateral (l), tap /D/=r, and trill /r/=rr
• nasals (m,n,ñ)

they involve primarily consonants not vowels, fricatives and liquids show more variation, so must identify dialect spoken in doing evaluations

however, in English, dialectal differences is in vowels

English is a stress timed languge

Spanish is a syllable timed language & every syllable seems to have similar length

by 3 to 4 yeard of age

• tend to produce CV syll w/ oral & nasal stops w/ front vowels, by age 3 will use dialectal varierty of community
• at the end of preschool, show some dificulty w/ clus & some phones (voiced th,X,s,ñ,ch,r rr,l)
• velar & palatal fronting, pre-vocalic singleton omission, stopping & assimilation should have disappeared
• phonetic mastery will continue into early elem yrs
• some vow errors reported in kids w/ phon dis, esp w/ /o/

process in which d becomes th in spanish

EX dedo becomes detho

• SLPs should understand: tone, syll structure, & stress, dialectal diff, & phon dev

tone

(asian lang)

register tone - 2 or 3, level tones: high, mid, low

contour tone - combination of register tones over a syllable

segmental inventory

(asian lang)

• they differ per asian lang so no genralizations
• only syll final consonant is /n/, no labiodental, interdental, or palatal fricatives in Korean
• Hawaiin only 5 V & 8 C so long multsyll words
• Hmong (Indonesia) has 53 inital C, 14 V, & 7 tones
• given the differences compared to Eng we should expect significant interference

syllable structure & stress

(asian languages)

varies greatly, ranging from very comlex to very simple (balance b/t complexity and word length).

no tonic stress in Korean, so they sound monotone speaking English

phonological development

(asian langauges)

Cantonese speaking with phonological disorders: assimilation, cluster reduction, stopping, fronting, deaspiration, deaffrication, and FCD.

normal development very similar to English but faster

• there are 200 of them including Eskimo (760,000 ppl total)
• Some contain sounds that donot appear in Eng
• like ejectives, made w/ a glottic egressive airstream; voiceless stops in combo w/ velar fricatives; implosives, stops made w/ ingressive glottalic airstream; & lateral release of stops and fricatives

assessment

(take dialect into consideration)

b/c assess requires a determination of whether the child's system is w/in the norm for the community, an understanding of the social, cultural, & linguistic characteristics of the community is necessary. it is inappropriate to assume that all Afr Amer speak AAVE. Imp to differentiate disorder from difference, not taking dialect into consideration may cauase misdiagnosis of phonological disorders

EX: PR & Cub Span, syll final /s/ is omitted = dos is do 

Intervention

(we add a dialect, we do NOT replace one and ppl need to maintain original dialect b/c there is nothing wrong with speaking it)

atypical regardless of dialect

EX:  ICD

cross dialectal differences

EX: /bezin/ for bathing

features shaped across dialects but applied w/ different frequencies

EX:  syllable final cluster reduction, more frequent in AAVE

intervention in non-english speakers

(guidelines)

SLP should...

• take the client's cultural values & learning styles into account
• ask for help from collegues, parents, teachers, or other agencies
• posses knowledge of dialectal differences
• use nondiscriminatory assessment tools
• complete phonological analysis in both L1 & L2 if possible
• compare client's perfomacne against reliable references collected from both normally developing & phonologically disordered non-English speaking children

there is little data available about this

consider length of residency, motivation, age, length of exposure to L1 and L2, families, goals, language of peers

usually better to intevene in home lang b/ cmore help at home & better generalizaiton

role of monolingual SLP

(or an SLP that doesn't speak the lang of the client)

alternatives:

• hirng a bilingual consultant/diagnostician
• training bilingual aides (non-fam member;use staff)
• using interpreters/translators (must be trained, w/ good comm skills, responsible, professional, relate to members of cult group, avoid fam members)