Providers can access information about the languages families speak in the home through a number of websites. Information about the sounds of the languages and the structures of the languages can be found on these websites. For early childhood providers, information about acquisition of languages throughout the world can provide valuable information.
Information about the characteristics of languages spoken in the home is helpful to providers in order to:
Compare the syntax/morphology and the phonology of the language of the family to English or the instructional language of the country in whic h the family resides.
Phonological differences in languages could results in different programs for hearing aids for each language spoken or different cochlear implant maps.
Phonological differences could influence the audibility checks that families/parents and providers do in order to assure that the child hears all of the sounds of the language being spoken.
Characteristics of the syntax and morphology could also influence hearing aid fitting and cochlear implant mapping. Languages with morphological endings could be less stressed and therefore, less audible. In English, several high frequency phonemes are frequent in morphological endings.
Development of phoneme production can differ by language, even when the phonemes are identical to the language spoken in the country in which the family resides. These differences may be the result of greater frequency of phoneme usage in the language.
Frequently, animal sounds within languages emphasize the vowels within the spoken language. They are a good way for children to practice vowels.
Numbers in different languages are often one or two syllable utterances even in languages in which one or two syllable utterances are rare. They provide a good way for children to begin syllable differentiation.
Family names, e.g. grandmother, grandfather, uncle, aunt, cousin, mother, father, are often short two syllable words that are often first words and often with bilabials.
Speech discrimination tests used in other languages, as well as Language tests in other languages may be useful to providers to document growth in both the family’s native language and the language of the country in which the family resides.
In addition to the websites below, information about languages can also be accessed by language.
ASHA MULTICULTURAL WEBSITE:
ASHA’s policy documents state that SLPs and audiologists must consider the sound systems of all the languages used by a client in order to provide appropriate assessment and treatment services.
The following language can be accessed::
Amharic, Arabic, Bosnian, Burmese, Chinese (Cantonese & Mandarin), English Dialect, African American English: Nature, Origin and Implications for Clinicians African American Vernacular English (AAVE), Liberian English, The Liberians, Chicano English, Haitian Creole, Hindi/Urdu, Hmong, Japanese, Korean, Pashto, Persian (Farsi/Persian, Dari, Pashto), Polish, Russian, Spanish (Cuban Spanish, Latin American Spanish, Puerto Rican Spanish, Mexican), Somali (Af Maay, Somali), Tagalog, Turkish, Vietnamese
PORTLAND STATE UNIVERSITY MULTICULTURAL TOPICS IN COMMUNICATION SCIENCES AND DISORDERS
Acholi (Northern Uganda and South Sudan), African American Vernacular English, (AAVE), American Sign Language (ASL), Amharic (Ethiopia), Arabic, Armenian, Bantu, Bengali, Bosnian, Bulgarian, Burmese (Myanmar), Cantonese (Hong Kong), Chamorro (Guam and the Northern Mariana Islands), Chicano English, Chinuk Wawa Confederated Tribes of Grand Ronde), Chuukese, Colombian Spanish, Creole English Dialects, Croatian, Cuban Spanish, Dari (Afghanistan), Farsi/Persian (Iran), French, German, Haitian Creole, Hindi, Hmong, Ilocos (Philippines), Italian, Japanese, Kannada (Southern India), Karen, Khmer (Cambodian), Korean, Kurdish, Languages in Portland Public Schools, Lao, Latin America Spanish (“Standard”), Maay-Maay (Somali-Bantu), Mandarin (China and Taiwan), Mayan, Mixtec, Oromo, Palauan, Pashto (Afghanistan), Polish, Puerto Rican Spanish, Romani, Romanian, Russian, Serbian, Somali, Spanish , (Mexican), Swahili, Tagalog (Filipino), Thai, Ukrainian, Vietnamese, Zou
LANGUAGE MANUALS FROM THE WEEBLY WEBSITE:
Amharic, Arabic, Bengali, Chinese, Dutch, French, German, Greek, Gujarati, Hindi, Italian, Japanese, Hungarian, Kannada, Kashmiri, Konkani, Korean, Malayalam, Marathi, Nepali, Oriya, Polish, Portuguese, Punjabi, Russian, Sindhi, Spanish, Tamil, Telugu, Thai, Turkish, Vietnamese
ETHNOLOGUE: LANGUAGES OF THE WORLD
Writing Systems: Constructed scripts, Languages (profiles, how to learn languages, language lessons, language names, language families), Multilingual pages (Useful phrases, silly phrases, phrase finder, numbers, time, colours, family words, terms of endearment, idioms, proverbs, tongue twisters, songs, stories)
PHRASES IN 50 LANGUAGES
MUSTGO: WORLD LANGUAGES:
Status, Dialects, Structure (Sound, system, Syllable structure, Vowels, Consonants, Tones, Grammar (Nouns, Verbs, Sentence Markers, Word Order), Vocabulary, Writing
INFORMATION: SCHOOL-AGED CHILDREN
Ms. Pacifico’s site:
Find the Languages on the Left hand side of the website
Amharic, Arabic, Bengali, Burmese, Chinese, Chin, English, Farsi, French, Hindi, Karenni (Kaya Li), Karen, Kinyarwanda, Kirundi, Korean, Kurdish, Nepali, Russian, Somali, Spanish, Swahili, Tigrigna, Urdu, Vietnamese
GRADE LEVEL EXPECTATIONS:
Languages: Arabic, Burmese, Karen, Nepali, Somali, Spanish
NYS Statewide Language Regional Bilingual Education Resource Network
Bilingual Glossaries and Cognates
CHARLES STUART UNIVERSITY WEBSITE ON SPEECH ACQUISITION:
ACQUISTION OF SPEECH IN EARLY CHILDHOOD IN MANY LANGUAGES:
COMPARING LANGUAGES: INTERNATIONAL PHONETIC ALPHABET
MULTILINGUAL SPEECH ASSESSMENTS