Typical Development of Speech in Spanish in Comparison
to English
Bilinguistics Inc.
This course is offered by Bilinguistics, an ASHA Approved CE Provider
Content Area: Basic Communication Processes
Instructional Level: Introductory
Continuing Education Units: .1
Objectives:
Participants will be able to demonstrate knowledge in and identify:
•
Basic acquisition of speech sounds at the linguistic level
•
Speech patterns in English and Spanish that are shared or are different
•
Phonological processes of Spanish and English
•
Differences between Spanish and English in the acquisition and use of vowels
•
Differences between Spanish and English in the acquisition and use of consonants
•
Differences in syllable type employed by both languages
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Introduction
The population of Spanish speakers worldwide is approximately 322 million
(Encarta, 2004). In the United States alone, 10% (35 million) of the population is
Hispanic and this number is projected to double by 2030 (United States Census, 2000).
These demographic changes have increased the possibility that an interventionist or
researcher will come into contact with Spanish and Spanish-speaking cultures. This
becomes problematic when “most speech-language pathologists are not Spanish speakers,
[and] may not be sufficiently aware of the important phonological differences [of]
Spanish (Goldstein & Iglesias, 82; 1996).” The international and domestic research
communities have responded with a plethora of information concerning Spanish
developmental tendencies.
The purpose of this paper is to present this data to assist both monolingual and
Spanish-speaking bilingual speech-language pathologists in identifying the differences
between Spanish and English speech acquisition. This information is important in
differentiating disordered speech from and typical speech acquisition processes. The
content of this paper has been organized to be easily accessible for both Spanish speakers
and non-Spanish speakers alike. As most professionals are most familiar with typical
development of speech in English, this paper presents Spanish speech development as
compared to English. The information is also divided into basic speech topics
(phonology, vowels, consonants, and syllable structure) in order to be easily digested.
Phonology
The phonologies of English and Spanish have many similarities (Quilis, 1999).
Both utilize the same alphabet while the Spanish sound system is more concise. Spanish
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has 18 consonant phonemes compared to 26 in English (Goldstein & Iglesias, 1996).
These totals do not include allophonic or dialectal variations within either language.
Spanish lacks the glottal /’/, the voiced affricate /ʤ/ (judge), the voiced /ð/ and unvoiced
/θ/ (thigh, thy), the voiced /ž/ and unvoiced /ʃ/ (azure, shy), the /z/, the /ŋ/ (sing), and the
flap /ɾ/ (as in butter)(Quilis, 1999). English, on the other hand, does not employ the
trilled /rr/ or the /ɲ/of Spanish (Quilis, 1999). The following chart of Spanish phonemes
illustrates the Spanish sound system that will be discussed in the subsequent sections.
Table 1: Spanish Phonemes
Note: From Maez (1985).
Spanish Consonants
The results of numerous studies have consistently indicated that in Spanish nearly all
phonemes are emerging by the end of four years of age (Acevedo, 1993; Jimenez, 1987;
Anderson & Smith, 1987; Goldstein & Washington, 2001). In one example, Acevedo
(1993) found that Mexican-American children acquire all phonemes by age four except
/j/,/l/,/ƫƒ/, & /s/. Mann & Hodson (1994) cite Terroro’s study (1979) of Venezuelan
children where he found that after four, only /j/,/l/,/ƫƒ/,/s/,/r/, & /ɲ/ were not mastered.
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The differences regarding outlying phonemes could be the result of differences between
the children studied (Anderson & Smith, 1987), dialectal differences between the
populations (Goldstein & Iglesias, 1996), or variations in the studies themselves
(Acevedo, 1993; Jimenez, 1987). Universally, stop consonants were acquired first,
followed by nasals, then fricatives and affricates, and liquids were the last sounds to
appear (Goldstein & Washington, 2001). When speaking strictly of sound class, order of
acquisition
Table 2: Age of Acquisition of Phonemes in Spanish.
Note: From Bedore (1999).
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in Spanish resembles the progression of sound acquisition per class in English. This of
course, is apart from the specific sounds that each language considers important.
Spanish Vowels
The Spanish vowel space is like most Latin languages, relying on five vowels
/a/,/e/,/i/,/o/and /u/. These vowels are represented in the English sound system.
However, English also employs an additional eight vowels on average (13 total). A
Spanish-speaker trying to speak English would be expected to create additional vowel
sounds that are not native to her. On the contrary, an English-speaker would be expected
to compress her speech to rely on less than half of the normal number of vowels used.
Table 3: English Versus Spanish Vowel System
Diphthongs are as prevalent in Spanish as they are in English. Like English, a
Spanish diphthong is normally the combination of one hard vowel (/a/,/o/,/u/) and one
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weak vowel (/i/,/e/). The combination of two weak vowels also exists but is used less
frequently (Quilis, 1999). Diphthongs exist in both languages. Therefore, a lack of or
excessive use of diphthongs would be seen as atypical in either language when taken as a
whole.
Table 4: Examples of English and Spanish Diphthongs
English
[aI] price
Spanish
[ja] ia, lla, ya: viaje (voyage)
[eI] face
[j ] ie, lle, ye: pie (foot)
[ I] choice
[j ] io, llo, yo: cambio (change)
[ə ] goat
[wa] ua: agua (water)
[a ] mouth
[w ] ue: puedo (I can)
[w ] uo: antiguo (ancient)
Syllable Structure in Spanish
Defining normal phonological acquisition for Spanish speakers is difficult due to
the diversity of the populations that are often studied (Goldstein & Washington, 2001).
In English, dialectal variations are generally defined by vowel differences (Goldstein &
Iglesias, 1996). Contrarily, Spanish dialectal changes are marked by shifts in consonantal
classes such as fricatives, liquids, glides, and nasals (Goldstein & Iglesias, 1996).
Nevertheless, some similar trends can be generalized throughout.
The syllable structures in Spanish are highly dominated by CV sequences
(Goldstein & Cintron, 1985). This is a cross-linguistic phenomenon in babbling
(MacNeilage, Davis, Kinney, & Matyear, 2000), but Spanish retains the CV dominated
syllable type in the language (Quilis, 1999). Isolated vowels are second most regular
Copyright © 2007 Bilinguistics All Rights Reserved
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(18%) and syllables that end with consonants (CVC, VC, CCVC) are the least common
(Goldstein & Cintron, 1985).
Table 5: Percentage Use of Syllable Types and Word Length.
Note: From Goldstein & Cintron (2001).
Syllable Complexity in Spanish
The average length of words in any language is directly related to syllable
structure. When a language (such as Spanish) does not support final consonants there are
automatically a limited number of one-syllable words. The number of one-syllable words
would be restricted to the finite combination of C+V (Quilis, 1999). This is clearly
evident in Spanish. Goldstein and Cintron (2001) used syllable count to determine word
length of Spanish-speaking children and noted that 83% of the words created were twosyllables (See preceding chart).
Phonological Processes Shared by English and Spanish
Phonological processes are speech pattern regularities occurring during the
normal course of development (Goldstein, 1999). Spanish and English share similarities
in how phonological processes present in early acquisition (Mann & Hodson, 1994). In
both languages, phonological processes are present in early speech productions and
Copyright © 2007 Bilinguistics All Rights Reserved
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decrease in frequency as the child gets older (Anderson & Smith, 1987). The most
common processes that are shared between languages are cluster reduction, pre- and postvocalic singleton omission, unstressed syllable deletion, and glottalization of velars
(Mann & Hodson, 1994). Although some differences in the frequency of each process
were found (Mann & Hodson, 1994), the use of the processes tended to decrease as the
child approached five years (Maez, 1985). Phonological processes in Spanish by age are
illustrated below.
Table 6: Spanish Phonological Processes
Note: From Goldstein (1999).
Differences in Phonological Processes between English and Spanish
While both Spanish and English share the presence of phonological processes,
differences exist in how they are employed (Goldstein & Cintron, 2001). Substitutions in
English occur most often when liquids (/l/,/r/) are replaced by glides (/j/,/w/) (Goldstein
& Cintron, 2001). In Spanish however, /r/ is more commonly replaced by /l/ (Anderson
Copyright © 2007 Bilinguistics All Rights Reserved
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& Smith, 1987). Cluster reduction in English normally retains the first consonant of the
cluster (pow for plow). Spanish in contrast deletes the first consonant (lojo for flojo)
(Goldstein & Cintron, 2001).
An understanding of typical development is necessary in order to identify a
disordered population (Mann & Hodson, 1994). While English and Spanish share many
phonological tendencies (Goldstein & Iglesias, 1996), there are enough phonological
differences to warrant an independent study of a Spanish-speaking child’s processes in
both languages. Accounting for patterns specific to Spanish ensures that phonological
differences reflecting the individual’s limited proficiency in English are not viewed as
disorders.
Summary
The Spanish-speaking population in the United States has been steadily increasing
and is projected to continue increasing for the foreseeable future. Speech-language
pathologists in any part of the United States can expect to come into contact with Spanish
speakers. While it would not be expected for a professional to speak or provide services
in another language, knowledge of such a vastly popular language can only help in one’s
ability to identify and treat disorders.
Spanish and English are distinctly different languages but they share many
features and patterns of speech acquisition. The phonology of both languages is similar
with English possessing a larger consonant repertoire (26 versus 18 sounds) (Goldstein &
Iglesias, 1996). Equally so, English also employs more vowels (13 versus 5 vowels)
(Quilis, 1999). Universally, stop consonants are acquired first, followed by nasals, then
fricatives and affricates, and liquids were the last sounds to appear (Goldstein &
Copyright © 2007 Bilinguistics All Rights Reserved
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Washington, 2001). The English use of a closed syllable structure (i.e. final consonants)
allows for more one syllable words (Goldstein & Cintron, 1985). And finally,
phonological processes are different in each language, but occur at relatively the same
developmental age (Goldstein & Cintron, 2001).
The next three appendices can be reproduced to use in assessing the sounds that a
child is making in comparison to what is expected for his or her age. The first is an
example as to how to fill out the chart. The following two charts are specific to the
differences in sound acquisition in Spanish and English. Review these charts and then
take part in the informal activity to familiarize yourself with the differences between
English and Spanish acquisition.
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Appendix A
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Appendix B
English
Developmental Articulation Norms
AGES
4 5 7 7.5 8.5
m
k
v
h
n
g
d
w
b
p
l
th (the)
s
ch
f -ing
y
t
z
r
sh
th(with)
j
/r/ blends
/s/ blends
/l/ blends
Based on: Massachusetts Speech and Hearing Association Entrance and Exit Criteria Guidelines
90% mastery
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Appendix C
Spanish
Developmental Articulation Norms
AGES
3 4 5 6 7
m
k
rr
x
l d
b
w
p
g
s
f
y
t
ñ
n
ch
r
Based on: Jimenez 1987, Acevedo 1993
90% mastery
Copyright © 2007 Bilinguistics All Rights Reserved
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Activity 1
Familiarization with the acquisition of Spanish and English
Spanish
English
At what age are the most
sounds acquired?
At what age is a child
expected to have mastered
all of his sounds?
How many years does the
entire process of acquisition
take?
At what age is /r/ mastered?
At what age is /r/ in the
process of being mastered?
At what age is /th/
mastered?
What sounds exist in Spanish but not in
English?
What sounds exist in English but not in
Spanish?
At what ages does the acquisition process
begin and finish in English?
At what ages does the acquisition process
begin and finish in English?
What is being mastered at age 7.5 in
English that doesn’t exist in Spanish?
Copyright © 2007 Bilinguistics All Rights Reserved
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References
Acevedo, M.A. (1993). Development of Spanish consonants in preschool children.
Journal of Childhood Communication Disorders, 15, 9-15.
Anderson, R., & Smith, B. (1987). Phonological development of two-year-old
monolingual Puerto Rican Spanish-speaking children. Journal of Child Language,
14, 57-78
Bedore, L. (1999). The acquisition of Spanish, In O. Taylor & L. Leonard (Eds.),
Language acquisition across North America: Cross-cultural and cross-linguistic
perspectives (pp. 157-208). San Diego: Singular Publishing Group.
Encarta: Spanish Language. (2004). Retrieved January, 7, 2004, from
http://encarta.msn.com/encnet/refpages/RefEdList.aspx?refid=210137508
Goldstein, B. (1999). Cultural and Linguistic Diversity Resource Guide for Speech
Language Pathologists. New York, Singular Publishing Group, Inc.
Goldstein, B. & Citron, P. (2001). An investigation of phonological skills in Puerto Rican
Spanish-speaking 2-year-olds. Clinical Linguistics & Phonetics, 15 (5), 343-361.
Goldstein, B. & Iglesias, A. (1996). Phonological patterns in normally developing
Spanish-speaking 3- and 4-year-olds of Puerto Rican descent. Language, Speech
and Hearing Services in the Schools, 27, 82-90.
Goldstein, B. & Washington, P.S. (2001). An initial investigation of phonological
patterns in typically developing 4-year-old Spanish-English bilingual children.
Language, Speech and Hearing Services in Schools, 32, 153-164
Jimenez, B.C. (1987). Acquisition of Spanish consonants in children aged 3-5 years, 7
months. Language, Speech, and Hearing Services in the Schools, 18(4), 357-363
Copyright © 2007 Bilinguistics All Rights Reserved
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MacNeilage, P.F., Davis, B.L., Kinney, A., & Matyear, C.L. (2000). The motor core of
speech: A comparison of serial organization patterns in infants and languages.
Child Development, 71(1), 153-163.
Maez, L., 1985, The acquisition of the Spanish sound system by native Spanish-speaking
children. In E. Garcia and R. Padilla (Eds.) Advances in Bilingual Education
Research (Tucson, AZ: The University of Arizona Press), pp. 3-26.
Mann, D. and Hodson, B., 1994, Spanish-speaking children’s phonologies; assessment
and remediation of disorders. Seminars in Speech and Language, 15, 137-147.
Quilis, A., Fernandez, J.A. (1999). Curso de fonetica y fonologia españolas. Madrid:
Consejo Superior de Investigaciones Científicas (CSIC).
Terrero, I. (1979). Spanish phonological acquisition. Paper presented at the American
Speech, Language, and Hearing Association conference: 2322.74. Atlanta, GA.
United States Census Bureau. Census 2000. Retrieved January 7, 2004, from
http://eire.census.gov/popest/data/national/tables/asro/NA-EST2002-ASRO04.php
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