Chapter 2
The application of bilingual phonological learning models to
early second language development
The goal of this chapter is to review how
bilingual phonological learning models can be applied to
understanding early second language development among children in
kindergarten. Specifically, we review Best’s Perceptual Assimilation
Model, Flege’s Speech Learning Model, Kuhl’s Language Magnet Model,
and Willem van Leussen & Escudero’s Second Language Phonetic Model. We
present results from a study of 25 children who were attending
kindergarten in French and who spoke Tagalog and English at home.
The children’s consonant productions in a word naming task were
transcribed and analysed. Although the results did not align with a
single model, it was useful conceptually to contrast “shared” versus
“unshared” phonemes as the “unshared” phonemes were produced with
lower accuracy overall.
Article outline
- Introduction
- Cross-linguistic interactions
- Models of non-native speech sound perception and speech sound
learning
- Perceptual Assimilation Model (PAM) (Best, McRoberts, & Goodell,
2001)
- Native Language Magnet Model (NLM) (Kuhl, Tsuzaki, Tohkura, & Meltzoff,
1994)
- Speech Learning Model (SLM) (Flege, 1997)
- Second Language Phonetic Learning Model (L2PL)
(van Leussen & Escudero, 2015)
- Current study
- Participants
- Data collection and analysis
- Results
- Discussion
-
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