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Title: The identification of typical and atypical phonological acquisition in Turkish-German bilingual children
Author: Albrecht, K. M.
ISNI:       0000 0004 6424 0484
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2017
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Bilingual phonological acquisition is special as it encompasses the parallel processing of more than one phonological system and exhibits an interaction between the involved languages. Its assessment is mainly impeded by the heterogeneity of the bilingual population and the unavailability of suitable assessments; hence knowledge of what constitutes a typical bilingual phonological acquisition is generally limited for most language combinations. This knowledge, however, would enhance the understanding of phonological development in general and form the basis for the identification of atypical development. Since no study has yet comprehensively investigated the typical phonological acquisition in Turkish-German bilingual children and differentiated it from atypical acquisition, the present thesis aimed to explore these aspects by assessing the phonological skills of 84 Turkish-German bilingual children aged 3;0 - 5;5 years in both languages (t1) and following up 43 of these participants 12 - 15 months after the initial assessment (t2). Additionally, performances on 'quasi-language-independent' psycholinguistic tasks were assessed at t2 and evaluated regarding their significance for differentiating typical from atypical development. Analyses revealed that the typical phonological acquisition in Turkish-German bilinguals included an overall slower rate and qualitative differences compared to that in monolingual children, dissimilar phonological skills in German and Turkish (also over time), an interaction between the two languages, an influence by child-internal and environmental factors as well as a general improvement over time. Regarding the identification of potential quantitative and qualitative markers for the differentiation of typical from atypical development, three factors could be determined: the nature of children's phonological patterns, their number of infrequent variants as well as their performances on psycholinguistic tasks. Further evaluations showed, however, that only the combination of these markers as well as a longitudinal monitoring of children's performances allowed for a reliable differentiation within the present cohort. Theoretical and clinical implications of these outcomes are discussed.
Supervisor: Fricke, S. ; Fox-Boyer, A. ; McCormack, J. ; Stackhouse, J. Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available