Intervention for bilingual children with speech sound disorders: A description of three English/isiXhosa speaking children

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dc.contributor.advisorPascoe, Michelleen_ZA
dc.contributor.advisorSmouse, Mantoaen_ZA
dc.contributor.authorRossouw, Katherineen_ZA
dc.date.accessioned2017-01-23T12:01:26Z
dc.date.available2017-01-23T12:01:26Z
dc.date.issued2016en_ZA
dc.description.abstractIsiXhosa is a language that is widely spoken in South Africa. Bilingualism is common in South Africa, with many children learning isiXhosa as a home language and English from a young age. This study investigated three case studies of bilingual children with speech sound disorders. It aimed to describe changes in their speech following intervention according to a tailor made intervention plan. The project aimed to add to the limited research available on intervention for bilingual children with speech sound disorders. The speech of Gcobisa* (4;2), Lulama* (4;0) and Ntando* (3;0) were assessed and their speech sound disorders categorized according to Dodd's diagnostic subcategories. From this, intervention was planned and the language of intervention was selected. Following intervention, the speech of the children was reassessed. Gcobisa's speech was categorized as a consistent phonological delay, and she was provided with intervention using a minimal pairs approach with isiXhosa targets, and showed evidence of generalizing the target phoneme to English words. Lulama's speech was categorized as a consistent phonological disorder, and she received intervention based on an adapted cycles approach in English, with little evidence of change in her phonological systems in English and isiXhosa, but increased intelligibility. Ntando's speech, although more difficult to categorize, was categorized as presenting with a consistent phonological disorder, and he received intervention based on core vocabulary in English. He showed an increase in his consistency and intelligibility in both English and isiXhosa. The data has theoretical implications regarding bilingual development of isiXhosa-English, as it highlights the ways bilingual development may differ from the monolingual development of this language pair, as well as adding to the small set of intervention studies investigating the changes in the speech of bilingual children following intervention. In addition, clinical implications can be drawn, as it provides a possible framework to guide intervention for isiXhosa-English bilingual children with speech sound disorders. *Pseudonyms were used to ensure anonymity.en_ZA
dc.identifier.apacitationRossouw, K. (2016). <i>Intervention for bilingual children with speech sound disorders: A description of three English/isiXhosa speaking children</i>. (Thesis). University of Cape Town ,Faculty of Health Sciences ,Division of Communication Sciences and Disorders. Retrieved from http://hdl.handle.net/11427/22934en_ZA
dc.identifier.chicagocitationRossouw, Katherine. <i>"Intervention for bilingual children with speech sound disorders: A description of three English/isiXhosa speaking children."</i> Thesis., University of Cape Town ,Faculty of Health Sciences ,Division of Communication Sciences and Disorders, 2016. http://hdl.handle.net/11427/22934en_ZA
dc.identifier.citationRossouw, K. 2016. Intervention for bilingual children with speech sound disorders: A description of three English/isiXhosa speaking children. University of Cape Town.en_ZA
dc.identifier.ris TY - Thesis / Dissertation AU - Rossouw, Katherine AB - IsiXhosa is a language that is widely spoken in South Africa. Bilingualism is common in South Africa, with many children learning isiXhosa as a home language and English from a young age. This study investigated three case studies of bilingual children with speech sound disorders. It aimed to describe changes in their speech following intervention according to a tailor made intervention plan. The project aimed to add to the limited research available on intervention for bilingual children with speech sound disorders. The speech of Gcobisa* (4;2), Lulama* (4;0) and Ntando* (3;0) were assessed and their speech sound disorders categorized according to Dodd's diagnostic subcategories. From this, intervention was planned and the language of intervention was selected. Following intervention, the speech of the children was reassessed. Gcobisa's speech was categorized as a consistent phonological delay, and she was provided with intervention using a minimal pairs approach with isiXhosa targets, and showed evidence of generalizing the target phoneme to English words. Lulama's speech was categorized as a consistent phonological disorder, and she received intervention based on an adapted cycles approach in English, with little evidence of change in her phonological systems in English and isiXhosa, but increased intelligibility. Ntando's speech, although more difficult to categorize, was categorized as presenting with a consistent phonological disorder, and he received intervention based on core vocabulary in English. He showed an increase in his consistency and intelligibility in both English and isiXhosa. The data has theoretical implications regarding bilingual development of isiXhosa-English, as it highlights the ways bilingual development may differ from the monolingual development of this language pair, as well as adding to the small set of intervention studies investigating the changes in the speech of bilingual children following intervention. In addition, clinical implications can be drawn, as it provides a possible framework to guide intervention for isiXhosa-English bilingual children with speech sound disorders. *Pseudonyms were used to ensure anonymity. DA - 2016 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2016 T1 - Intervention for bilingual children with speech sound disorders: A description of three English/isiXhosa speaking children TI - Intervention for bilingual children with speech sound disorders: A description of three English/isiXhosa speaking children UR - http://hdl.handle.net/11427/22934 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/22934
dc.identifier.vancouvercitationRossouw K. Intervention for bilingual children with speech sound disorders: A description of three English/isiXhosa speaking children. [Thesis]. University of Cape Town ,Faculty of Health Sciences ,Division of Communication Sciences and Disorders, 2016 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/22934en_ZA
dc.language.isoengen_ZA
dc.publisher.departmentDivision of Communication Sciences and Disordersen_ZA
dc.publisher.facultyFaculty of Health Sciencesen_ZA
dc.publisher.institutionUniversity of Cape Town
dc.subject.otherSpeech-Language Pathologyen_ZA
dc.titleIntervention for bilingual children with speech sound disorders: A description of three English/isiXhosa speaking childrenen_ZA
dc.typeMaster Thesis
dc.type.qualificationlevelMasters
dc.type.qualificationnameMSc (Med)en_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourceThesisen_ZA
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