THE IMPACT OF LINGUISTIC AND CULTURAL DIVERSITY ON SPEECH SOUND PRODUCTION

1. THE IMPACT OF LINGUISTIC AND CULTURAL DIVERSITY ON SPEECH SOUND PRODUCTION

2. Some information taken from: • Roseberry-McKibbin, C. (2018).Multicultural students with special language needs: Practical strategies for assessment and intervention (5th ed.). Oceanside, CA: Academic Communication Associates.

3. I. INTRODUCTION** • Demographics: persons from multicultural backgrounds are increasing greatly in the U.S.

4. Recent Statistics--% of U.S. population:** 197020002050 White 83.7 70 50 Black 10.6 12 13 Hispanic 4.5 13 24 Asian 1.0 4 9 Native Am. .4 .9 1

5. Pew Research Center** • By 2055, the U.S. will not have a single racial or ethnic majority. Much of this change has been (and will be) driven by immigration. Nearly 59 million immigrants have arrived in the U.S. in the past 50 years, mostly from Latin America and Asia. Today, a near-record 14% of the country’s population is foreign born compared with just 5% in 1965. Over the next five decades, the majority of U.S. population growth is projected to be linked to new Asian and Hispanic immigration. 

7. II. LANGUAGE VARIETIES** • Dialects—mutually intelligible forms of a language associated with a particular region, ethnicity, or social class. • In U.S., business dialect is General American English (also called Mainstream American English and Standard American English)

9. You will have a good L2 accent if:

10. Children all over the globe exhibit phonological processes:

11. III. NATIVE AMERICAN LANGUAGES** • Test: only what is in lecture • NA languages spoken mainly by elders, not children • Many NA languages have glottal stops

12. youtube • Gloria Modern Family—Baby Jesus Sneak Peek

13. IV. SPANISH-SPEAKING CHILDREN • A. Background—Roseberry-McKibbin (2018)

14. B. Phonological Characteristics (test p. 231 chart esp.)

16. Stoel-Gammon & Dunn, 2017:

18. Test question • . A Spanish-speaking girl, Arisbel, has been referred to you for a speech-language screening. When conducting the screening, you know that it would be typical for a Spanish-speaking child to say: • A. chin/shin • B. yoke/joke • C. derry/very • D. A, B • E. A, B, C

19. C. Assessment and Treatment • --make sure interpreter speaks same dialect! • --get a conversational sample • --only treat for disorders, not differences

20. V. AFRICAN AMERICAN ENGLISH • A. History of AAE • Heavily influenced by langs of West Africa • Some speakers codeswitch between AAE and MAE

21. B. 5 Factors Influencing Use of AAE** • 1. Age (younger children use it more) • 2. Socioeconomic status (low-SES families use it more than middle- and upper-SES) • 3. Geographic location (more in the south) • 4. Education (less in highly educated families) • 5. Gender (more boys than girls)

22. C. Phonological Characteristics of AAE • **Note: for exam, main focus is on chart on p. 216 • Metathesis (æks/æsk) • Final consonant deletion • Consonant cluster reduction • d/ð very common

24. D. Assessment and Treatment

25. In the public schools…

26. In private practices and universities….

27. VI. ASIAN, PACIFIC ISLANDER, AND ARABIC LANGUAGES • A. Introduction—Roseberry-McKibbin, 2018:

28. Migration Information Resource:

29. B. Languages of Asian Countries (from bottom of p. 239 to middle of p. 246—lecture notes only are on exam—not the reading) **chart on p. 240 is on the exam. • 1. Arabic: Middle East and North Africa.

30. 2. Japanese

31. 3. Tagalog

32. 4. Khmer (kəmaɪ)

33. 5. Hmong

34. 6. Vietnamese

35. 7. Chinese

36. Youtube video • The four tones of Mandarin (we’ll watch the 1st 2.5 minutes) • Four Tones-Learn Chinese Mandarin speak-Learning Chinese.mp4