Deceleration: Bilingual Children will, at times, demonstrate a slower rate of acquisition of a

particular linguistic feature, when compared to their monolingual peers.

Attributed to the phonotactics against that feature in one of the target languages impeding
acquisition of that feature in the other language.

Ex: overall lower intelligibility rating, overall consonant and vowel errors, produce more
uncommon error patterns than monolingual, less accurate on some sounds.

Acceleration: Bilingual Children will demonstrate a faster rate of acquisition when compared to
monolingual peers. Ex: Bilingual children might actually be using one language to aid in acquisition
of the other, allowing for commensurate accuracy on most manner classes (in two languages) in
the same amount of time as monolinguals acquiring only one language.

(by using both) interaction could be causing a slower rate of development on the production of
some phonological skills (as accuracy) and simultaneously causing variation of acceleration, or
bootstrapping, of other phonological skills (phonetic inventories)

Transfer: Occurrence of sounds or sound patterns specific to one language in the other language
context (when occurring in a bi-directional manner, such transfer is referred to as cross-linguistic
effect) and is evidence of interaction between the two languages of bilinguals. Consonants and/or
vowels that are specific to one language will transfer to productions of the other language.

Bilingual children’s rates of transfer may be indicative of interactions between their two
languages.

However, those phenomena

how bilingual children acquire their two language systems

how the two languages interact with each other

unitary system model: bilingual children begin with a single language system that gradually
separates into two autonomous systems

dual systems model: bilingual children develop separate language systems for each language and
that these systems do not interact

Fabiano-Smith, L., & Barlow, J. (2010). Interaction in bilingual phonological acquisition: evidence
from phonetic inventories. International Journal of Bilingual Education and Bilingualism, 13:1, 81-
97.

Fabiano-Smith, L. & Goldstein, B. (2010) Phonological Acquisition in Bilingual Spanish–English

Speaking Children. Journal of Speech, Language, and Hearing Research 53, 160–178.
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http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3391600/

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