Swahili speech development: preliminary normative data from typically developing pre-school children in Tanzania.

BACKGROUND: Swahili is widely spoken in East Africa, but to date there are no culturally and linguistically appropriate materials available for speech-language therapists working in the region. The challenges are further exacerbated by the limited research available on the typical acquisition of Swahili phonology. AIM: To describe the speech development of 24 typically developing first language Swahili-speaking children between the ages of 3;0 and 5;11 years in Dar es Salaam, Tanzania. METHODS & PROCEDURES: A cross-sectional design was used with six groups of four children in 6-month age bands. Single-word speech samples were obtained from each child using a set of culturally appropriate pictures designed to elicit all consonants and vowels of Swahili. Each child's speech was audio-recorded and phonetically transcribed using International Phonetic Alphabet (IPA) conventions. Children's speech development is described in terms of (1) phonetic inventory, (2) syllable structure inventory, (3) phonological processes and (4) percentage consonants correct (PCC) and percentage vowels correct (PVC). RESULTS & OUTCOMES: Results suggest a gradual progression in the acquisition of speech sounds and syllables between the ages of 3;0 and 5;11 years. Vowel acquisition was completed and most of the consonants acquired by age 3;0. Fricatives/z, s, h/ were later acquired at 4 years and /θ/and /r/ were the last acquired consonants at age 5;11. Older children were able to produce speech sounds more accurately and had fewer phonological processes in their speech than younger children. Common phonological processes included lateralization and sound preference substitutions. CONCLUSIONS & IMPLICATIONS: The study contributes a preliminary set of normative data on speech development of Swahili-speaking children. Findings are discussed in relation to theories of phonological development, and may be used as a basis for further normative studies with larger numbers of children and ultimately the development of a contextually relevant assessment of the phonology of Swahili-speaking children.

Phonological development of first language isiXhosa-speaking children aged 3;0-6;0 years: a descriptive cross-sectional study.

Standardized assessments of children's isiXhosa phonology have not yet been developed and there is limited information about developmental norms in this language. This article reports on the phonological development of 24 typically developing first language isiXhosa-speaking children aged 3;0-6;0 years, in Cape Town, South Africa. The order and age of acquisition of isiXhosa phonemes, emergence and elimination of phonological processes and percentage consonants and vowels correct are described. A set of culturally and linguistically appropriate pictures was used to elicit single word responses that were recorded and transcribed. The study found that children had acquired most isiXhosa phonemes by 3;0 years although aspirated plosives, affricates, fricatives and clicks were still developing. In particular, the affricates and aspirated plosives were still developing in the 5-year-old children in this sample, suggesting that these may be the latest acquired segments. Children were able to produce basic word shapes by 3;0 years, but some of the words of 4-6 syllables were still being mastered by the 4- and 5-year-old children. Phonological processes that have been well documented for other languages were used by children in this sample (e.g. deaffrication, stopping and gliding of liquids). Findings presented for this pre-school-aged sample are related to theories of phonological acquisition to provide normative data on phonological development in isiXhosa-speaking children.

Masithethe: speech and language development and difficulties in isiXhosa.

IsiXhosa is the second most spoken language in South Africa and one of its official languages. Spoken mainly in the Eastern and Western Cape regions it is fitting that much of the research focusing on children's isiXhosa speech and language acquisition has been carried out at the University of Cape Town (UCT). We describe what is known about children's acquisition of isiXhosa, and highlight studies which inform our knowledge of the typical development of the language in relation to the acquisition of consonants including clicks and the isiXhosa noun class system. Little is known about the specific nature of speech and language difficulties in isiXhosa, and the development of isiXhosa resources for speech and language assessment and therapy is in its infancy. Suggestions are made for advancing knowledge and practice which is needed to provide a relevant and quality service to isiXhosa speakers.

Health Sciences undergraduate education at UCT: a story of transformation.

Undergraduate education and training in the Faculty of Health Sciences at the University of Cape Town has become socially responsive. A story of transformation that is consonant with wider societal developments since the 1994 democratic elections, outlining the changes in undergraduate curricula across the faculty, is presented.