ECV2024 - abstract outcomes

The Scientific Review Committee have finished their reviews. All authors have now been advised whether or not their abstract has been accepted. Overall, 72 abstracts were accepted (18 with revisions) and 2 abstracts were rejected.

Moving Beyond Monolingual Practices with Multilingual Children: Learning from Vietnamese-English–Speaking Children, Families, and Professionals

Congratulations to Dr Kate Margetson for passing your PhD with no changes required! This is an important contribution to the world's knowledge to support multilingual children to realize their communication rights.

Title: Moving Beyond Monolingual Practices with Multilingual Children: Learning from Vietnamese-English–Speaking Children, Families, and Professionals

Abstract: Multilingual children’s speech assessment and differential diagnosis of speech sound disorders can be challenging for speech-language pathologists (SLPs), especially if they do not speak the same language as the children they are working with. While best practice recommendations include assessing children in all the languages that they speak, in many English-dominant contexts SLPs often rely on English assessments for diagnostic decision-making. There are few guidelines for how SLPs can assess, transcribe, and analyse speech in children’s home languages. This doctoral research aimed to explore assessment, transcription, speech analysis, and diagnosis of speech sound disorders in multilingual children involving direct speech assessment of children’s home languages. Vietnamese-English–speaking children and their families were the focus of this research. The thesis contained four parts, which included five publications.
Part One, Monolingual Speech-Language Pathologists in Multilingual Contexts (Chapter 1), included an orientation to the thesis, situated the researcher, presented a literature review, and outlined methodology. Linguistic multicompetence (Cook, 2016) and the emergence approach (Davis & Bedore, 2013) were presented as the theoretical frameworks underpinning the research.
Part Two, Vietnamese-English–speaking Children’s Speech described similarities and differences between Vietnamese and English phonology, Vietnamese-English–speaking children’s speech acquisition, and current resources available to SLPs for assessment and intervention with Vietnamese-English–speaking children (Chapter 2). The interaction between Vietnamese and English phonology was explored in a cross-sectional study (n = 149) of Vietnamese-English–speaking children’s and adult family members’ speech in Vietnamese and English (Chapter 3) and found that direction of cross-linguistic transfer in children’s speech was significantly associated with children’s age and language proficiency.
Part Three, Diagnosis of Speech Sound Disorders in Vietnamese-English–speaking Children presented in-depth case studies of Vietnamese-English–speaking children’s speech. Case studies of four children considered the impact of assessing both languages on differential diagnosis (Chapter 4). All four children appeared to have speech sound disorder based on English assessment only, but analysis of children’s speech in both languages revealed that only two children had a speech sound disorder. A longitudinal case study explored four influences on a Vietnamese-English–speaking child’s speech over time (Chapter 5) and found that most speech mismatches could be explained by development, dialect, cross-linguistic transfer, and ambient phonology, and that cross-linguistic transfer reduced over time.
Part Four, Moving Beyond Monolingual Speech-Language Pathology Practices with Multilingual Children presented an evidence-based research protocol, the VietSpeech Multilingual Transcription Protocol, for assessing and transcribing multilingual children’s and adults’ speech, that ensured consistent and reliable transcription (Chapter 6). A clinical protocol, the Speech Assessment of Children’s Home Languages, was proposed, for SLPs to assess, transcribe, and analyse multilingual children’s speech, to account for the idiolects of children, their families, and their SLPs (Chapter 7). The Speech Assessment of Children’s Home Languages will enable SLPs to collaborate with family members and interpreters to assess speech in children’s home languages, providing opportunities to consider children’s entire phonological repertoires during diagnostic decision-making. Finally, conclusions, contributions of the doctoral research, limitations, and future directions were presented (Chapter 8).
This doctoral research sought to bridge a gap between research and practice in multilingual children’s speech assessment by demonstrating the importance of speech assessment of home languages, describing ways of analysing multilingual children’s speech to identify four potential mismatches (development, dialect, cross-linguistic transfer, ambient phonology), and outlining how SLPs move beyond monolingual practices in the way they assess, transcribe, and analyse multilingual children’s speech using the VietSpeech Multilingual Transcription Protocol and the Speech Assessment of Children’s Home Languages.

PAPER 1 (Chapter 2)

Margetson, K., McLeod, S., Verdon, S., Tran, V. H., & Phạm, B. (in press). English + Vietnamese speech development. In S. McLeod (Ed.), The Oxford handbook of speech development in languages of the world. Oxford University Press.

PAPER 2 (Chapter 3)

Margetson, K., McLeod, S., Verdon, S. (2024). Cross-linguistic transfer in Vietnamese-English–speaking children’s and adults’ speech [Manuscript in preparation]. School of Education, Charles Sturt University.

PAPER 3 (Chapter 4)

Margetson, K., McLeod, S., Verdon, S. (2024). Diagnosing speech sound disorder in bilingual Vietnamese-English–speaking children: Are English-only assessments sufficient? In E. Babatsouli (Ed.), Multilingual acquisition and learning: An ecosystemic view to diversity (pp. 217-245). John Benjamins Publishing Company.

PAPER 4 (Chapter 5)

Margetson, K., McLeod, S., & Verdon, S. (2023). Cross-linguistic transfer and ambient phonology: Impact on diagnosis of speech sound disorders in a longitudinal bilingual case study. Journal of Monolingual and Bilingual Speech, 4(3), 311-339. https://doi.org/10.1558/jmbs.23672

PAPER 5 (Chapter 6)

Margetson, K., McLeod, S., Verdon, S. & Tran, V. H. (2023). Transcribing multilingual children’s and adults’ speech. Clinical Linguistics and Phonetics, 37 (4-6), 415-435. https://doi.org/10.1080/02699206.2022.2051073

ECV2024 - Abstract submission closed

Abstract submission has closed for the ECV2024 conference. We have had 74 abstracts submitted from 23 countries: Australia, Bangladesh, Bulgaria, Canada, China, Fiji, Hong Kong (SAR China), Iceland, Iran, Ireland, Israel, Mongolia, Nigeria, Pakistan, Philippines, Poland, Portugal, Spain, Sri Lanka, Sweden, United Kingdom, USA, Uzbekistan. 

We have another 50+ abstracts for our multilingual children's speech stream. We hope to have a diverse range of quality papers presented at the conference in November.

Dr Carolyn Gregoric (ECV2024 conference secretary) closing off abstract submission

The chairs of the ECV2024 Scientific Review Committee met and have allocated the papers for review.

ECV2024 Scientific Review Committee Chairs:
Dr Suzanne Hopf, Prof Sharynne McLeod, Dr Leanne Gibbs

We have 427 registrations for ECV2024 and the quality and range of papers look amazing.

ECV2024 - Writing a Winning Abstract

Today Dr Carolyn Gregoric and Dr Emmaline Lear presented a session called Writing a Winning Abstract to  help people write an abstract for the Early Childhood Voices 2024 Conference (ECV2024) using the 5-Question Technique

Dr Emmaline Lear demonstrating the elements of an abstract

ECV2024 call for abstracts and site launch

We are hoping to launch the ECV2024 site next week with our call for abstracts. Here is the announcement

The Early Childhood Voices Conference (ECV2024) is a FREE international interdisciplinary conference sharing research about innovative methods, theories, and partnerships with children, families, and practitioners. ECV2024 supports social justice during early childhood and within the early childhood sector. International speakers will present research or commentary in a virtual online space. Presentations will share innovations to improve the lives of children and families, and support the evidence-based practice of early childhood educators. The conference will be held from 25th to 28th November 2024. ECV2024 will be held entirely online and asynchronously; that is, you can watch the presentations anytime during the conference. ECV2024 is FREE. There is no registration fee and no fees to present or view the presentations. Registration is required only for confirmation of participation. ECV2024 is organised by the Charles Sturt University Early Childhood Interdisciplinary Research Group. Abstract submissions are welcome from 22 April 2024.