Home Linguistics & Semiotics Chapter 13. Wordlikeness and nonword repetition in Spanish-speaking bilingual children
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Chapter 13. Wordlikeness and nonword repetition in Spanish-speaking bilingual children

  • Maria R. Brea-Spahn , Stefan A. Frisch and Judith B. Bryant
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Child Bilingualism and Second Language Learning
This chapter is in the book Child Bilingualism and Second Language Learning

Abstract

Some variation in linguistic skill within the typical bilingual (L1 and L2 learning) population may be attributed to differences in language exposure (MacDonald & Christiansen, 2002). One component of language exposure is the frequency of a particular phonological pattern (e.g., syllabic and subsyllabic word components) within a language, as well as the regularity of the pattern, or its similarity to other patterns in the language. Measures of language processing, such as nonword repetition, provide a dynamic medium for analyzing the effects of language-specific patterns on production. Currently available Spanish nonword repetition tasks are based on Peninsular Spanish (or Castilian), although most Latinos living in the United States represent Latin American Spanish-speaking countries. Therefore, a Latin American Spanish nonword repetition tool that is equivalent to English tasks would be a beneficial addition to the research literature. Additionally, Spanish nonword repetition tasks in the literature vary in the degree to which they manipulate wordlikeness. In this chapter, we describe the stages involved in developing a task composed of two-, three-, and four- syllable nonwords which ranged in their similarity to real Latin American Spanish words. These nonwords were used to assess repetition performance in a group of young Spanish-speaking children. Results suggest that wordlikeness affects Spanish nonword repetition performance in young emerging bilingual children, providing some support to usage-based accounts of language learning.

Abstract

Some variation in linguistic skill within the typical bilingual (L1 and L2 learning) population may be attributed to differences in language exposure (MacDonald & Christiansen, 2002). One component of language exposure is the frequency of a particular phonological pattern (e.g., syllabic and subsyllabic word components) within a language, as well as the regularity of the pattern, or its similarity to other patterns in the language. Measures of language processing, such as nonword repetition, provide a dynamic medium for analyzing the effects of language-specific patterns on production. Currently available Spanish nonword repetition tasks are based on Peninsular Spanish (or Castilian), although most Latinos living in the United States represent Latin American Spanish-speaking countries. Therefore, a Latin American Spanish nonword repetition tool that is equivalent to English tasks would be a beneficial addition to the research literature. Additionally, Spanish nonword repetition tasks in the literature vary in the degree to which they manipulate wordlikeness. In this chapter, we describe the stages involved in developing a task composed of two-, three-, and four- syllable nonwords which ranged in their similarity to real Latin American Spanish words. These nonwords were used to assess repetition performance in a group of young Spanish-speaking children. Results suggest that wordlikeness affects Spanish nonword repetition performance in young emerging bilingual children, providing some support to usage-based accounts of language learning.

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.10.13bre

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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