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Related Concept Videos

Language Development01:22

Language Development

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
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Components of Language01:24

Components of Language

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Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.
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Phonological assessment and analysis tools for Tagalog: Preliminary development.

Rachelle Kay Chen1, B May Bernhardt1, Joseph P Stemberger2

  • 1a School of Audiology and Speech Sciences, University of British Columbia , Vancouver , BC , Canada.

Clinical Linguistics & Phonetics
|April 21, 2016
PubMed
Summary

This study developed new tools to assess Tagalog phonological development in children. Preliminary findings show potential challenges with

Keywords:
AssessmentTagalogphoneticsphonology

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Area of Science:

  • Linguistics
  • Speech-Language Pathology
  • Child Language Acquisition

Background:

  • Limited resources exist for assessing Tagalog phonological development.
  • Accurate assessment tools are crucial for identifying and addressing speech sound disorders in children.

Purpose of the Study:

  • To develop and pilot an elicitation and analysis tool for Tagalog phonological development.
  • To provide preliminary insights into the phonological expectations for Tagalog-speaking children in English-speaking environments.

Main Methods:

  • A picture-based elicitation task was designed with varying word complexity.
  • A nonlinear phonological analysis form was adapted from English.
  • The tools were piloted with a single 4-year-old Tagalog-speaking child in Canada.

Main Results:

  • The elicitation tool requires further revision based on pilot data.
  • Preliminary observations suggest potential difficulties with Tagalog 'r' sounds, vowels, /l/, /h/, and word stress in this context.
  • The analysis form captured key phonological features.

Conclusions:

  • The developed tools offer a starting point for Tagalog phonological assessment.
  • Further research is needed to create a norm-referenced instrument for diverse environments.
  • These tools can aid in understanding Tagalog-speaking children's speech development in multilingual settings.