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Chapter 2. The application of bilingual phonological learning models to early second language development

  • R. Sabah Meziane and Andrea A.N. MacLeod
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Child Bilingualism and Second Language Learning
This chapter is in the book Child Bilingualism and Second Language Learning

Abstract

The goal of this chapter is to review how bilingual phonological learning models can be applied to understanding early second language development among children in kindergarten. Specifically, we review Best’s Perceptual Assimilation Model, Flege’s Speech Learning Model, Kuhl’s Language Magnet Model, and Willem van Leussen & Escudero’s Second Language Phonetic Model. We present results from a study of 25 children who were attending kindergarten in French and who spoke Tagalog and English at home. The children’s consonant productions in a word naming task were transcribed and analysed. Although the results did not align with a single model, it was useful conceptually to contrast “shared” versus “unshared” phonemes as the “unshared” phonemes were produced with lower accuracy overall.

Abstract

The goal of this chapter is to review how bilingual phonological learning models can be applied to understanding early second language development among children in kindergarten. Specifically, we review Best’s Perceptual Assimilation Model, Flege’s Speech Learning Model, Kuhl’s Language Magnet Model, and Willem van Leussen & Escudero’s Second Language Phonetic Model. We present results from a study of 25 children who were attending kindergarten in French and who spoke Tagalog and English at home. The children’s consonant productions in a word naming task were transcribed and analysed. Although the results did not align with a single model, it was useful conceptually to contrast “shared” versus “unshared” phonemes as the “unshared” phonemes were produced with lower accuracy overall.

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgements vii
  4. Chapter 1. Integrating multiple views and multiple disciplines in the understanding of child bilingualism and second language learning 1
  5. Part I. Theoretical overviews
  6. Chapter 2. The application of bilingual phonological learning models to early second language development 9
  7. Chapter 3. Issues for second language pronunciation in children 29
  8. Part II. Bilingualism and second language learning
  9. Chapter 4. Two solitudes? 45
  10. Chapter 5. Using a novel sorting game to explore the role of phonotactic probability and linguistic environment in nonword processing by Spanish-English bilingual children 65
  11. Chapter 6. Effects of nonnative input on language abilities in Spanish-English bilinguals 87
  12. Chapter 7. Phonetic characteristics of filled pauses in Hungarian-English bilingual and Hungarian monolingual speech 113
  13. Chapter 8. Current developments in bilingual primary education in the Netherlands 137
  14. Chapter 9. Speech perception in French immersion students in Western Canada 167
  15. Chapter 10. Second first language acquisition following international adoption 189
  16. Part III. Methodological approaches
  17. Chapter 11. Phonological development 223
  18. Chapter 12. Using Phon to analyze phonological and speech data 249
  19. Chapter 13. Wordlikeness and nonword repetition in Spanish-speaking bilingual children 275
  20. Index 303
https://doi.org/10.1075/bpa.10.02mez

Chapters in this book

  1. Prelim pages i
  2. Table of contents v
  3. Acknowledgements vii
  4. Chapter 1. Integrating multiple views and multiple disciplines in the understanding of child bilingualism and second language learning 1
  5. Part I. Theoretical overviews
  6. Chapter 2. The application of bilingual phonological learning models to early second language development 9
  7. Chapter 3. Issues for second language pronunciation in children 29
  8. Part II. Bilingualism and second language learning
  9. Chapter 4. Two solitudes? 45
  10. Chapter 5. Using a novel sorting game to explore the role of phonotactic probability and linguistic environment in nonword processing by Spanish-English bilingual children 65
  11. Chapter 6. Effects of nonnative input on language abilities in Spanish-English bilinguals 87
  12. Chapter 7. Phonetic characteristics of filled pauses in Hungarian-English bilingual and Hungarian monolingual speech 113
  13. Chapter 8. Current developments in bilingual primary education in the Netherlands 137
  14. Chapter 9. Speech perception in French immersion students in Western Canada 167
  15. Chapter 10. Second first language acquisition following international adoption 189
  16. Part III. Methodological approaches
  17. Chapter 11. Phonological development 223
  18. Chapter 12. Using Phon to analyze phonological and speech data 249
  19. Chapter 13. Wordlikeness and nonword repetition in Spanish-speaking bilingual children 275
  20. Index 303
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