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Communication Disorders Quarterly
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Spanish-English Articulation and Phonology of 4- and 5-Year-Old Preschool Children

An Initial Investigation

Alejandro E. Brice

University of South Florida, St. Petersburg, aebrice{at}stpt.usf.edu

Cecyle K. Carson

University of Central Florida

Jennifer Dennis O'Brien

University of Central Florida

In this study, it was postulated that typically developing (i.e., normally developing without incidence of a speech or language delay or disorder) Spanish/Englishspeaking children ages 4 to 5 years old would show different articulation productions and phonological patterns in both languages. Sixteen participants from Florida were tested with Spanish and English articulation and phonology tests. For articulation, two manner or articulation comparisons were found to be significant (i.e., plosives and liquids/glides). In addition, two phonological patterns (i.e., stopping and velar fronting) were significantly different. Normative articulation and phonological Spanish and English data were obtained and should be useful for today’s public school speech-language pathologists. Further research should include normative data for bilingual children with articulation and/or phonological disorders to develop more appropriate treatments. In addition, it is recommended that other languages be investigated as the nation is also experiencing growth in languages beyond Spanish.

Key Words: Spanish-English articulation • Spanish-English phonology • bilingual phonology development • bilingual language development • preschool language

This version was published on November 1, 2009

Communication Disorders Quarterly, Vol. 31, No. 1, 3-14 (2009)
DOI: 10.1177/1525740108327447
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