Effect of dialect on identification and severity of speech impairment in Indigenous Australian children

Abstract

This study investigated the effect of dialectal difference on identification and rating of severity of speech impairment in children from Indigenous Australian backgrounds. The speech of 15 Indigenous Australian children identified by their parents/caregivers and teachers as having ‘difficulty talking and making speech sounds’ was assessed using the Diagnostic Evaluation of Articulation and Phonology. Fourteen children were identified with speech impairment on the Diagnostic Evaluation of Articulation and Phonology using Standard Australian English (AusE) as the target pronunciation; whereas 13 were identified using Australian Aboriginal English (AAE) as the target. There was a statistically significant decrease in seven children’s severity classification and a statistically significant increase in all children’s percentage of consonants, vowels and phonemes correct when comparing AAE with AusE. Features of AAE used by the children included /h/ insertion and deletion, primary stress on the first syllable and diphthongs alternating with short clear vowels. It is important that speech-language pathologists consider children’s dialect as one component of culturally and linguistically appropriate services.

• speech impairment
• speech sound disorder
• children
• Indigenous Australians
• Aboriginal English
• dialect

Acknowledgements

The authors thank the children, parents and their teachers for their involvement in this research and the following people for advice regarding this research: Terry Hawkins, Linda J. Harrison, Lindy McAllister, Cori Williams and Diane Jacobs.

Declaration of interest: This research was supported by the following sources: Australian Research Council Discovery Grant DP0773978 (McLeod and McCormack), Charles Sturt University Honours Scholarship (Toohill), the Australian Research Council Future Fellowship FT0990588 (McLeod) and the Charles Sturt University Research Institute for Professional Practice, Learning and Education (RIPPLE).

Notes

1. It is acknowledged that the original use of the severity scale was based on connected speech.