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Thesis Hsf 2012 Gangji N.Pdf The copyright of this thesis vests in the author. No quotation from it or information derived from it is to be published without full acknowledgementTown of the source. The thesis is to be used for private study or non- commercial research purposes only. Cape Published by the University ofof Cape Town (UCT) in terms of the non-exclusive license granted to UCT by the author. University Phonological development in Swahili: A descriptive, cross-sectional study of typically developing pre-schoolers in Tanzania by Nazneen Gangji GNGNAZ001 Town Submitted in fulfilment of the requirements for the degree of Master of Speech Language Pathology Cape Division of Communication Sciences and Disorders of Faculty of Health Sciences University of Cape Town UniversitySupervisor: Dr. Michelle Pascoe Co supervisor: Dr. Mantoa Smouse August 2012 PLAGIARISM DECLARATION 1. I know that plagiarism is wrong. Plagiarism is to use another’s work and pretend that it is one’s own. 2. I have used the American Psychological Association convention for citation and referencing. Each contribution to, and quotation in, this research project from the work(s) of other people has been attributed, and has been cited and referenced. 3. This research project is my own work. 4. I have not allowed, and will not allow, anyone to copy my work with the intention of passing it off as his or her own work. 5. I acknowledge that copying someone else’s work or part ofTown it, is wrong, and declare that this is my own. Cape of University Signature ______________________________ Date ________________ i ACKNOWLEDGEMENTS First and foremost, I would like to thank the Al-mighty for granting me patience and strength to complete my masters’ journey. This journey would have not been possible without the support of countless people over the past one and half years. I would sincerely like to express my deepest gratitude to my supervisor, Professor Dr. Michelle Pascoe, for her immense knowledge, patience, dedication, enthusiasm, encouragement, and excellent guidance throughout my masters program and the course of this study. I acknowledge my sincere gratitude to my co-supervisor, Professor Dr. Mantoa Smouse, for her valuable knowledge in linguistics, support and guidance. I would sincerely like to thank Dr. Karim Manji for assisting me with pratical issues and contacting the school in Dar es Salaam, Tanzania. I am also very Towngrateful to Ms. Wema for her assistance in developing the Swahili word list and transcribing the speech samples for reliability. This study would not have been possible without the participants. I would like to convey my gratitude to the pre-school children and their parentsCape for allowing their children to participate in this study. I would like to thank the principalof for her cooperation and allowing me to assess children from the pre-school in Temeke. I am also thankful to the teachers for their valuable time, assistance in validating the assessment material and data collection process. I would like to convey special thanks to my friend Zinhle Maphalala, who walked with me through this journey and supported me throughout the duration of this study. I would also like to thank my friends:University Sameera Alimohammed, Ishita Mitra, Murtaza Ismail and Mehak Satyawan for their love and encouragement. A special thanks to my family: my parents and siblings for their endless love, constant support, encouragement and for always believing in me. Last but not the least, I would like to express my love and gratitude to my wonderful fiancé and best friend, Mohsin Sumar for his understanding, patience, support, love and for always being there for me. ii ABSTRACT Swahili is widely spoken in East African countries, but to date there are no culturally and linguistically appropriate materials available for speech language therapists working in the region. The challenges of assessing and managing Swahili speaking children with speech difficulties are further exacerbated by the limited research available on the typical acquisition of Swahili phonology. This exploratory study aimed to describe the phonological development of 24 typically-developing first language Swahili speaking children between the ages of 3;0 and 5;11 years in Dar es Salaam, Tanzania. A cross-sectional design was used with six groups of four children in six month age bands. Single word speech samples were obtained from each child using a set of culturally appropriate pictures designed to elicit all consonants and vowels of Swahili. Each child’s speech was audio-recorded and phonetically transcribed using IPA conventions. Children’s phonological development is described in terms of a) phonetic inventory b) syllable structure inventory, c) phonological processes, and d) PCCTown and PVC. Results suggest a gradual progression in the acquisition of speech sounds and syllables between the ages of 3;0 and 5;11 years. Vowel acquisition was completed and most of the consonants acquired by age 3;0. Fricatives /z, s, h/ are later acquired and the soundsCape /θ/ and /r/ are acquired the last by age, 5;11. The shorter and simple syllable structures developed earlier than the longer and complex structures with clusters. The older children wereof able to produce speech sounds more accurately and had fewer phonological processes in their speech compared to the younger children. The study contributes a preliminary set of normative data on speech development in Swahili speaking pre-school children. Findings are discussed in relation to theories of phonological development, and may be used as a basis for further normative studies and ultimately the development of a contextually relevant Universityassessment of the phonology of Swahili speaking children. Key words: Swahili, speech, normative data, phonological development, phonetic inventory, Tanzania. iii TABLE OF CONTENTS PLAGIARISM DECLARATION ................................................................................................. i ACKNOWLEDGEMENTS......................................................................................................... ii ABSTRACT .............................................................................................................................. iii GLOSSARY OF TERMS............................................................................................................ x CONVENTIONS USED ............................................................................................................ xi LIST OF ABBREVIATIONS.................................................................................................... xii CHAPTER 1: INTRODUCTION ................................................................................................1 1.0 Introduction .......................................................................................................................1 1.2 Phonological assessment ....................................................................................................Town 3 1.3 General information on Swahili .........................................................................................6 1.3.1 Consonants ..................................................................................................................8 1.3.2 Vowels ........................................................................................................................Cape 8 1.3.3 Syllable structure .......................................................................................................10 1.3.4 Stress and Tone .........................................................................................................of 10 1.4 Previous studies on Swahili..............................................................................................10 1.5 Speech assessment and intervention in Tanzania ..............................................................11 1.6 The purpose of the study ..................................................................................................11 1.7 Overview of the study ......................................................................................................12 CHAPTER 2: LITERATUREUniversity REVIEW ................................................................................... 14 2.0 Introduction .....................................................................................................................14 2.1 Phonological development ...............................................................................................14 2.2 Phoneme acquisition ........................................................................................................18 2.3 Development of syllable Structures ..................................................................................23 2.4 Development of phonological processes...........................................................................24 2.5 PCC and PVC ..................................................................................................................27 2.6 Studies in African languages ............................................................................................28 2.7 Theoretical accounts of phonological acquisition .............................................................31 iv 2.7.1 Developmental Universals .........................................................................................31 2.7.2 Psycholinguistic frameworks .....................................................................................33
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