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Their findings suggested that the child's language was qualitatively different from a typically developing isiZulu-speaking child's language, and not just delayed.Ĭonsidering isiXhosa, the phonological development in isiXhosa-speaking children has been investigated (Gxilishe, 2004 Lewis & Roux, 1996 Maphalala, Pascoe & Smouse, 2014 Mowrer & Burger, 1991 Pascoe et al., 2016 Tuomi, Gxilishe & Matomela, 2001). Demuth and Suzman (1997) also describe the language impairments displayed by an isiZulu-speaking child. Suzman and Tshabalala (2000) considered the nature of language impairment in two isiZulu-speaking children, analysing their phonology, morphology, syntax and pragmatics. For example, Demuth (2003) summarises research considering the acquisition of various Bantu languages, looking at the acquisition of noun classes, verbal morphology and syntactic structures and phonology.
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Previous research into Bantu languages has considered various aspects of speech and language acquisition and disorders. It is one of the main languages spoken in the Western Cape region of the country, along with Afrikaans and South African English. IsiXhosa is a Bantu language from the Nguni group along with isiZulu, SiSwati and isiNdebele. It is the second most widely spoken language in South Africa, with 16% of the population speaking it as a home language (Statistics South Africa, 2012). IsiXhosa is one of the 11 official languages of South Africa.
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This article focuses on difficulties in the bilingual speech sound acquisition of isiXhosa and English. Although the country's constitution states that all 11 official languages should be treated with equal esteem, and that children have the right to receive education in any of the official languages, many parents want their children to be educated in English rather than in their home language owing to the perceived higher status of English (Webb, Lafon & Pare, 2010). Many people speak two or more languages in their day-to-day life (Williams & Stroud, 2013).
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In addition, it contributes to the small amount of data gathered regarding typical bilingual acquisition of this language pair.Īs throughout the world, multilingualism is typical in South Africa owing to a culturally and linguistically diverse population, as well as the mobility of the population and the country's historical and political background. It adds to the small set of intervention studies investigating the changes in the speech of bilingual children following intervention. Gcobisa showed evidence of generalising the target phoneme to English wordsĬONCLUSIONS AND IMPLICATIONS: The data have 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. This reflects the language mismatch often faced by speech language therapists in South Africa. As a result, the targets and stimuli were in isiXhosa while the main language of instruction was English. She was provided with 16 sessions of intervention using a minimal pairs approach, targeting the phonological process of gliding of/l/, which was not considered age appropriate for Gcobisa in isiXhosa when compared to the small set of normative data regarding monolingual isiXhosa development. OUTCOMES AND RESULTS: Gcobisa's speech was categorised as a consistent phonological delay as she presented with gliding of/l/in both English and isiXhosa, cluster reduction in English and several other age appropriate phonological processes. Following intervention, Gcobisa's speech was reassessed. From this, intervention was planned and the language of intervention was selected. Gcobisa's speech was assessed and her difficulties categorised according to Dodd's (2005) diagnostic framework. METHODS AND PROCEDURES: This study describes a female isiXhosa-English bilingual child, named Gcobisa (pseudonym) (chronological age 4 years and 2 months) with a speech sound disorder. IsiXhosa is a local language, part of the Bantu language family, widely spoken in the country.ĪIMS: To describe changes in a bilingual child's speech following intervention based on a theoretically motivated and tailored intervention plan. Intervention for bilingual speech sound disorders: A case study of an isiXhosa-English-speaking childĭivision of Communication Sciences and Disorders, Department of Health and Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, South AfricaīACKGROUND: Bilingualism is common in South Africa, with many children acquiring isiXhosa as a home language and learning English from a young age in nursery or crèche.