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Kindergarteners' Use of Five Cajun English Phonological Features Louisiana State University LSU Digital Commons LSU Master's Theses Graduate School 2014 "Mais, you talk like me? /ju ra:/": kindergarteners' use of five Cajun English phonological features Hannah Joy Smitherman Louisiana State University and Agricultural and Mechanical College, [email protected] Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_theses Part of the Communication Sciences and Disorders Commons Recommended Citation Smitherman, Hannah Joy, ""Mais, you talk like me? /ju ra:/": kindergarteners' use of five Cajun English phonological features" (2014). LSU Master's Theses. 1719. https://digitalcommons.lsu.edu/gradschool_theses/1719 This Thesis is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Master's Theses by an authorized graduate school editor of LSU Digital Commons. For more information, please contact [email protected]. MAIS, YOU TALK LIKE ME? /ju ɔra:/: KINDERGARTENERS’ USE OF FIVE CAJUN ENGLISH PHONOLOGICAL FEATURES A Thesis Submitted to the Graduate Faculty of the Louisiana State University and Agricultural and Mechanical College in partial fulfillment of the requirements for the degree of Master of Arts in The Department of Communication Sciences and Disorders by Hannah Joy Smitherman B.A., Louisiana State University, 2012 May 2014 for my Pawpaw, thank you for starting my love for Cajun culture and inevitably inspiring my studies ii ACKNOWLEDGEMENTS There are too many people that have helped, encouraged, and supported me throughout this process and I hope I can properly thank them all. To Lee, my wonderful fiancé who has now stood by me through two thesis projects, I cannot thank you enough for all of the late night trips to Hatcher Hall, for the many hours you have listened to more than you want to know about Cajun English, and for the genuine undying support you have provided me through graduate school. To my parents, for always encouraging me to pursue my dreams and for providing my siblings and me with endless opportunities, I truly couldn’t have done any of this without you. To my sister Emily, for setting the bar high and always pushing me to be my very best; thank you for all of the encouraging words you have provided over the last two years, even while being 900 miles away. To my brother Jacob, thank you for allowing me to take over our living room this last year with my work and for making me have fun when I needed it. To my amazing and loving grandparents, Mimi and Didi, I cannot begin to tell you how much your involvement in my life has meant to me and how much I appreciate everything you have done for our family. To the most patient, driven, and understanding mentor I could ever hope to have had, Dr. Oetting, you have provided so many opportunities to me over the last three years. I have grown as a student, researcher, and clinician because of you and what you have allowed me to do. I am so thankful I walked into your office as a nervous undergraduate and told you that I enjoyed transcribing language samples. To my second mentor, Andy Rivière, you are the sole reason that I started this project. Your love for Cajun studies is inspiring and I could not have completed this without your continuing encouragement and support. To my committee, Dr. Dubois and Dr. Kim, thank you for all of your time and feedback. And finally, to my committed and hard working lab mates, thank you for all of the countless hours you have put towards this research. iii TABLE OF CONTENTS ACKNOWLEDGEMENTS..........................................................................................................iii LIST OF TABLES........................................................................................................................vi LIST OF FIGURES .....................................................................................................................vii ABSTRACT................................................................................................................................viii INTRODUCTION ......................................................................................................................... 1 A REVIEW OF THE LITERATURE ........................................................................................... 2 History of the Cajun Culture and Language ............................................................................. 2 Identifying as Cajun.................................................................................................................. 5 Nonmainstream English Features of Adult CE Speakers ......................................................... 6 CE Features of Child Speakers ............................................................................................... 10 Purpose.................................................................................................................................... 14 METHODS .................................................................................................................................. 15 Design ..................................................................................................................................... 15 Participant Pool....................................................................................................................... 15 Measures for Determining Typical Language Development and SLI.................................... 17 Measures of CE Phonological Features .................................................................................. 19 RESULTS .................................................................................................................................... 22 /t, d/ for /θ, ð/ Substitution...................................................................................................... 22 Unaspirated /p, t, k/................................................................................................................. 23 Heavy Vowel Nasalization ..................................................................................................... 24 Monophthongization............................................................................................................... 25 Glide Weakening on Vowels .................................................................................................. 26 DISCUSSION.............................................................................................................................. 28 Findings Related to Past Research.......................................................................................... 28 Limitations.............................................................................................................................. 31 Future Directions .................................................................................................................... 32 REFERENCES ............................................................................................................................ 34 APPENDIX A.............................................................................................................................. 36 APPENDIX B.............................................................................................................................. 38 APPENDIX C.............................................................................................................................. 39 iv APPENDIX D.............................................................................................................................. 40 VITA............................................................................................................................................ 41 v LIST OF TABLES 1. Mean Number of Features by Dialect and CE Influence from Oetting and Garrity (2006) ......12 2. Profile of Participants by Cajun Status and Clinical Status.......................................................16 3. Mean Participant Performance Scores by Cajun Status and Clinical Status .............................18 4. Profile of Participants by Cajun Status......................................................................................19 5. Mean Participant Performance Scores by Cajun Status.............................................................19 6. Means, Standard Deviations, and Frequencies of /t, d/ Feature ................................................22 7. Words Produced with /t, d/ for /θ, ð/ .........................................................................................23 8. Means, Standard Deviations, and Frequencies of Unaspirated /p, t, k/ Feature ........................23 9. Words Produced with Unaspirated /p, t, k/................................................................................24 10. Means, Standard Deviations, and Frequencies of Heavy Vowel Nasalization Feature...........24 11. Words Produced with Heavy Vowel Nasalization ..................................................................25 12. Means, Standard Deviations, and Frequencies of Monophthongization Feature ....................25 13. Words Produced with Monophthongization ............................................................................26 14. Means, Standard Deviations, and Frequencies of Glide Weakening Feature..........................27 15. Words Produced with Glide Weakening on Vowels ...............................................................27 16. Means
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