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Language Assessment of Native Irish Speaking Children: Towards Developing Diagnostic Testing for Speech and Language Therapy Practice

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Language Assessment of Native Irish Speaking Children: Towards Developing Diagnostic Testing for Speech and Language Therapy Practice Language assessment of native Irish speaking children: towards developing diagnostic testing for speech and language therapy practice. Sarah-Ann Muckley Supervisors: Dr. Stanislava Antonijevi ć -Elliott Discipline of Speech and Language Therapy School of Health Sciences College of Medicine, Nursing and Health Sciences National University of Ireland, Galway. An Dr. Conchúr Ó Giollagáin Aonad na Pleanála Teanga Acadamh na hOllscolaíochta Gaeilge, Ollscoil na hÉireann, Gaillimh. April 2015 1 Table of contents Declaration…………………………………………………………………7 Dedication…………………………………………………………………..8 Acknowledgements………………………………………………………...9 List of figures……………………………………………………………...11 List of tables………………………………………………………………13 Chapter 1 Introduction and background …………………. …………..17 1.1 Introduction: overview of aims and methods……………………….17 1.1.1 Organisation of the thesis …………………………………... 18 1.1.2 The researcher’s standpoint……………………………….18 1.2 Background: clinical motivation…………………………………….20 1.2.1 Speech and Language Therapy practices in Ireland……..…. 23 1.2.2 Research: what has been done and what remains to be done.. 27 1.3 Background: sociolinguistic context………………………………...31 1.3.1 Language change……………………………………………. 35 Chapter 2 Literature review: effects of demographic and input factors on language development………………………………………………...41 2.1 Introduction…………………………………………………………...41 2.2 Birth order and language development……………………………..41 2.2.1 Possible reasons for a first born advantage…………………..43 2.2.2 Possible reasons for a later born advantage………………….44 2.2.3 Birth order effects in An Ghaeltacht…………………………… .46 2.3 Gender and language development………………………………….47 2.3.1 Gender effects in a context of language change……………..49 2.4 Socioeconomic status (SES) and language development…………...51 2.4.1 Differences in input across SES groups……………………...52 2.4.2 Difference in input: an explanatory theory…………………..53 2.4.3 SES effects on language developnment in An Ghaeltacht …..54 2.5 Quantity of input and language development………………………55 2 2.5.1 Effect of the relative difficulty of acquisition of languages on the quantity of input necessary…………………………………….56 2.5.2 Effect of the relative sociolinguistic status of languages on the quantity of input necessary…………………………………….57 2.6 Quality of input and language development………………………..58 Chapter 3 A description of major linguistic features of the Irish language…………………………………………………………………...66 3.1 Introduction…………………………………………………………...66 3.2 Syntax………………………………………………………………….66 3.3 Morphology…………………………………………………………...67 3.4 Communicative functions……………………………………………68 3.4.1 Time………………………………………………………….69 3.4.2 Possession……………………………………………………72 3.4.3 Location……………………………………………………...74 3.4.4 Plural…………………………………………………………75 3.4.5 Question……………………………………………………...77 3.4.6 Negative……………………………………………………...77 3.4.7 Relationship between two clauses/constructions ……………78 3.5 Gender marking: a grammatical element with very low communicative weight……………………………………………………80 Chapter 4 Methodology…………………………………………………..82 4.1 Introduction…………………………………………………………...82 4.2 Methodological approach…………………………………………….83 4.3 Participants…………………………………………………………...83 4.3.1 Ethics………………………………………………………...83 4.3.2 Recruitment of participants…………………………………..84 4.3.3 Selection of child participants……………………………….84 4.3.4 Further description of the child participant group…………...88 4.3.5 Selection and description of parent participants in the sample……………………………………………………………...93 4.4 Data collection: general overview……………………………………95 4.4.1 Narratives: procedures, justification and limitations ….…….95 3 4.4.2 Questionnaires: procedures, description, justification and limitations……………………………………………..………….100 4.5 Data analysis…………………………………………………………104 4.5.1 Narratives: transcription, coding and preliminary analysis...104 4.5.2 Questionnaires: preliminary analysis……………………….114 4.5.3 Statistical analysis: language production, input and demographic factors………………………………………………115 4.5.3.1 Introduction……………………………………….115 4.5.3.2 Summary statistics………………………………..116 4.5.3.3 Correlation tests…………………………………..116 4.5.3.4 Distribution and trend tests……………………….118 4.5.3.5 Multiple regression analyses……………………...121 4.5.3.6 Reporting language measures and independent variables: expected relationships…………………………122 Chapter 5 Results………………………………………………………..124 5.1 Introduction………………………………………………………….124 5.2 Summary statistics…………………………………………………..125 5.3 Productivity………………………………………………………….135 5.3.1 Productivity: correlation tests………………………………135 5.3.2 Productivity: distribution and trend tests…………………...138 5.3.3 Productivity: multiple regression analyses…………………142 5.3.4 Productivity: summary……………………………………...145 5.4 Multi-clause Syntax…………………………………………………147 5.4.1 Multi-clause Syntax: correlation tests……………………...147 5.4.2 Multi-clause Syntax: distribution and trend tests…………..150 5.4.3 Multi-clause Syntax: multiple regression analyses…………154 5.4.4 Multi-clause Syntax : summary…………………………….158 5.5 Verb Vocabulary…..………………………………………………...160 5.5.1 Vocabulary: correlation tests……………………………….160 5.5.2 Vocabulary: distribution and trend tests……………………163 5.5.3 Vocabulary: multiple regression analyses………………….168 5.5.4 Vocabulary: summary………………………………………171 5.6 Grammatical Accuracy……………………………………………..171 4 5.6.1 Investigating the possibility that parent inconsistency is due to poor measure design……………………………………………...180 5.6.2 Grammatical Accuracy: correlation tests…………………..191 5.6.3 Grammatical Accuracy: distribution and trend tests……….199 5.6.4 Grammatical Accuracy: multiple regression analyses……...214 5.6.5 Grammatical Accuracy: summary………………………….223 5.7 Conclusion…………………………………………………………...225 Chapter 6 Discussion……………………………………………………229 6.1 Introduction…………………………………………………………229 6.2 Review of chapter content…………………………………………..229 6.3 Summary of the thesis………………………………………………229 6.4 Discussion of main findings…………………………………………230 6.4.1 Investigating why there is a lack of grammatical accuracy development with age…………………………………………….232 6.4.1.1 Consistency and inconsistency in parents’ language…………………………………………………..233 6.4.1.2 Minimal grammatical accuracy development Between 3 and 6 years of age even in those measures on which parents are consistent……………………………...234 6.4.1.3 Considering inconsistency and minimal development after 3 years as symptoms of incomplete language acquisition or language attrition……………….235 6.4.1.4 The complexity of the system of rules and exceptions: one framework through which to consider consistent and inconsistent measures…………………….237 6.4.1.5 Communicative weight or value: a framework through which to consider consistent and inconsistent measures………………………………………………….241 6.4.1.6 Complexity, communicative weight and other studies of Irish language development……………………242 6.4.1.7 Summary………………………………………….244 6.5 Summary of implications for language planning in An Ghaeltacht……………………………………………………………245 5 6.6 Summary of implications for clinical practice…………………….245 6.7 Areas for future research…………………………………………...248 References ……………………………………………………………….250 Appendix 1 Information sheets and consent and expression of interest forms: Irish and English …………..……………………...271 Appendix 2 Questionnaires : Irish and English………………………..317 Appendix 3 Purpose and procedure of each subtest of WPPSI-III UK ….352 Appendix 4 Scripts and pictures for both stories………………………353 Appendix 5 Utterance segmentation and other transcription conventions used in this study…………………………………………381 Appendix 6 Further details on language measures outlined in Tables 18,19,20…………………………………………….…….387 Appendix 7 Comparison of the current and since birth Irish language input of child participants………………………………...407 Appendix 8 Acquisition of grammatical accuracy…………………….408 Appendix 9 Table 44. Verb Vocabulary Types included in the children’s narratives and how many children produced them at each age group: a selection…………………………………………414 6 Declaration by Candidate I hereby declare that this thesis is my own work and effort and that it has not been submitted anywhere for any award. Where other sources of information have been used, they have been acknowledged. 7 Dedication In loving memory of my Dad, Bernard. 8 Acknowledgements There are a great many people to whom I would like to pay tribute at this point. I will begin with my supervisor Dr. Stanislava Antonijevi ć-Elliott for her support, encouragement, patience and friendship. Many, many thanks. хвала . Ar an ábhar céanna ba mhaith liom mo chuid buíochais a chur in iúl do Chonchúr Ó Giollagáin (stiúrthóir), do Bhrian Ó Curnáin agus do mhuintir an Acadaimh as ucht na cabhrach a thug siad dom agus mé i mbun taighde. To all the faculty and staff of the Speech and Language Therapy Department in the National University of Ireland, Galway and to my fellow PhD candidates, Sarah Berthaud and Ciarán Lenoach, for their company, assistance and support: Thank you, merci beaucoup and go raibh míle maith agat. I offer my thanks and appreciation to the clinicians and researchers who have discussed their work on minority language development with me, both here in Ireland and abroad. Don Chomhairle um Oideachas Gaeltachta agus Gaelscolaíochta go raibh míle maith agaibh as ucht na cabhrach a thug sibh domsa agus do phobal na Gaeilge thar na blianta. Go maire sibh an céad! I would also like to thank my colleagues in the H.S.E. for their support and encouragement while I completed my thesis. This doctoral study would have not have been possible without the assistance and support of the Gaeltacht community of South Connemara.
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