Tips on Writing Articulation Goals for Second-Language Learners

Evaluating speech-sound errors of second-language learners might seem extremely difficult. Perhaps their first language includes sounds not used in English. And we’re not always familiar with the other language. Luckily, if we know—or can determine—what sounds exist in both languages and understand why these errors occur, we can answer this one important question: If a child experiences difficulty producing a sound, is it a true error or is it due to influence from his first language? Let’s begin with a look at the following Venn diagram and then take a quick stroll through some research. Finally, I’ll share two examples from other languages. Which sounds should I use to write goals?   Image from: Difference or Disorder? Understanding Speech and Language Patterns in Culturally and Linguistically Diverse Students Find and list the consonants and vowels common to both English and the student’s first language along with those unique to each language. You can use this information to help determine if a student needs your services. A child making errors only on those sounds unique to English probably doesn’t need treatment. If you notice errors on those shared sounds as well as on sounds unique to his or her native language, you should recommend speech-language services. Also take into account the normal developmental sequence of the sounds, however. Sounds unique to one language or the other usually tend to occur later. Why do second-language learners make soun...
Source: American Speech-Language-Hearing Association (ASHA) Press Releases - Category: Speech Therapy Authors: Tags: Speech-Language Pathology articulation Bilingual assessment Language Disorders Source Type: blogs