Lab Presentation Round-UP

As we head into the shortest days of the year here in Edmonton, we are thinking fondly of the long warm summer days. In Summer 2021, our Multilingual Lab members had a blast presenting their research at conferences!

Keep reading to learn more about each of these conferences!

Our Master student Aunya Weich presented a poster in June 2021 at the International Child Phonology Conference (ICPC) 2021 conference . With co-authors Scott Tobin, Andrea A.N. Macleod, and Fangfang Li, the team presented on “Bilingual Speech Production in French Immersion Students: Stop Consonant Production”. This poster presentation focused on French Immersion students in grades 1,3, and 5 who completed two articulation tests. We examined the pattern of stop consonant phonological emergence as students progressed to higher grade levels. The results indicated low accuracy in word final position as well as the voiced stop consonant /g/. In addition, grade, test and word position were all found to significantly impact the stop consonant productions.

Our Ph.D. student Wendy Amaoko also presented at the International Child Phonology Conference (ICPC) 2021 conference in June 2021 With her co-authors Joseph Paul Stemberger and Mario Chávez-Peón, the team’s oral presentation was on “Methodological issues concerning tonal development: Valley Zapotec and Akan”. In this presentation, the team discussed the factors that influenced F0 which might interact with tone production in the children’s and the adult’s (native vs. nan-native speakers) perception of these tones. Preliminary acoustic exploration of possible interactions of tone with non-pitch information and the potential effects on perceived production accuracy of tones were presented.

Our Ph.D. student Negin Yousefi presented a poster at the Language, Communication, and Culture (LCC) conference in August 2021 Her presentation with co-author Andrea A.N. MacLeod was on “Methodological Issues in Researching Speech Sound Development of Bilingual Children: Considering Language Exposure and Language Proficiency”. The purpose of their presentation was to review the impact of language proficiency and language exposure on speech sound development research in bilingual children and to provide some suggestions for classifying participants based on these variables. For this purpose, studies in this area have been reviewed and the reasons for the inconsistent findings have been explored. Studies were included if they addressed speech sound and phonological development in bilingual children. 

Our PhD candidate, R. Sabah Meziane, completed two presentations this summer. Her first presentation at the Colloque étudiant CREDEF-SHERPA  in June 2021. She presented in French on: “Linguistic diversity: clinical and research perspective” (La diversité linguistique : perspective clinique et de recherche). Her presentation was on the importance of completing evaluation and intervention differently with bilingual children as well as to train professionals to better take action with those children. 

With co-author Andrea A.N. MacLeod, they presented at the International Child Phonology Conference (ICPC) 2021 conference in June 2021. Their presentation “Internal and external factors contributing to variability in consonant accuracy of Arabic-French simultaneous bilingual children.” described internal and external factors contributing to the variability consonant accuracy in Arabic-French bilingual children.

Our Postdoctoral Fellow, Dr. Catrine Demers, and co-author Dr. Andrea MacLeod completed an oral presentation at the Multidisciplinary Approaches in Language Policy and Planning (LPP) 2021 conference in August 2021. Their bilingual presentation was on “Informal policies of a community organization employees working with multilingual children”. They presented their results of seven interviews of employees working for a community organization that provides early childhood services for low-income families where the majority of children speak a language other than English at home. They wanted to understand how employees of a community organization feel about the development of children’s home languages and how they support this development. Their qualitative content analysis revealed that these employees had strong positive attitudes, values, and knowledge in supporting the children’s home language. Interestingly, despite the positive attitudes and knowledge, they expressed challenges in translating their attitudes and knowledge into practices to directly support multilingual children. 


Published by Multilingual Families Lab

The focus of the Multilingual Families Lab is to study the development of bilingual children and their families.

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