Stop production in Spanish-English bilingual children

dc.contributor.advisorGeorge, Angela
dc.contributor.authorSchnider, Raina
dc.contributor.committeememberO'Brien, Mary
dc.contributor.committeememberWinters, Stephen
dc.date2022-11
dc.date.accessioned2022-08-30T21:49:43Z
dc.date.available2022-08-30T21:49:43Z
dc.date.issued2022-08
dc.description.abstractStop sounds (i.e., [p, t, k, b, d, g]) are relatively early sounds in children’s acquisition and have specific features that can be measured and compared crosslinguistically. Spanish voiceless stops have shorter voice onset time values than English voiceless stops, and Spanish voiced stops vary allophonically to approximants, a process that does not occur in English. Because previous child bilingual language acquisition studies on these sounds have provided dissonant findings (e.g., Macken & Barton, 1978, 1980; Fabiano-Smith et al., 2015), this thesis investigates the phonetic productions of one child who has been exposed to Spanish and English from birth and examines the role of family language practices. The case study data were collected from one Spanish-English bilingual family (child aged 5;3; mother; father). Participants completed a picture naming task and narrative task in both languages. The mother also completed a language survey to gauge the language use and attitudes in the home. The quantitative and qualitative data were analyzed for correlations between the production task results and language input and attitudes. The findings reveal that the child’s Spanish voiceless and voiced productions were within her parents’ production ranges and within monolingual norms, and that her English voiceless stop production differs from her parents’ and falls within the English monolingual range as set out in previous literature, while the child’s English voiced stop acquisition may still be underway. These results provide evidence that her two languages are differentiated. This research adds to the literature on bilingual child language development and aims to improve our understanding of bilingual development to inform families and decision makers.en_US
dc.identifier.citationSchnider, R. (2022). Stop production in Spanish-English bilingual children (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.en_US
dc.identifier.urihttp://hdl.handle.net/1880/115138
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/40172
dc.language.isoengen_US
dc.publisher.facultyArtsen_US
dc.publisher.institutionUniversity of Calgaryen
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.subjectchild language acquisitionen_US
dc.subjectphoneticsen_US
dc.subjectphonologyen_US
dc.subjectacoustic analysisen_US
dc.subjectbilingualen_US
dc.subjectEnglishen_US
dc.subjectSpanishen_US
dc.subjectlanguage inputen_US
dc.subjectlanguage attitudesen_US
dc.subjectsociolinguisticsen_US
dc.subject.classificationSpeech Communicationen_US
dc.subject.classificationEducation--Bilingual and Multiculturalen_US
dc.subject.classificationEducation--Early Childhooden_US
dc.subject.classificationLinguisticsen_US
dc.titleStop production in Spanish-English bilingual childrenen_US
dc.typemaster thesisen_US
thesis.degree.disciplineLanguages, Literatures and Culturesen_US
thesis.degree.grantorUniversity of Calgaryen_US
thesis.degree.nameMaster of Arts (MA)en_US
ucalgary.item.requestcopytrueen_US
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