Contraste de sonidos inglés-español
Contrastar sonidos que se transfieren entre los dos idiomas para distinguir diferencia de trastorno.
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How to run it
Use it with the student when the student is old enough to find it interesting, and use it on your own when they are not. A Spanish-speaking child who says shoe as choe is doing something predictable, because /ʃ/ is not in their first language's inventory, and that is a difference. The same child who cannot produce /s/, which exists in both, is showing something else. Twelve minutes with the board settles a question that otherwise takes a full evaluation to answer.
Cueing ladder
Start at the top. Add support one step at a time.
- IndependentShow the sound card and wait 5 seconds for the student to sort it.Log as correct
- HintSay a word with that sound in each language and ask where they heard it.Log as cued
- Two choicesAsk 'English only, or both?' with the right answer not always second.Log as cued
- ModelSort it yourself, saying a word from each language, then the student explains it back.Log as cued
Adjust it
Start with the sounds shared by both languages, then add one language-only sound at a time.
Ask for a word in each language that uses the sound, or explain why a sound is tricky.
Matching IEP goal
Given sound cards, Student will identify whether a sound is used in English, Spanish or both in 8 of 10 opportunities across 3 consecutive sessions, given no more than an indirect cue.
Send it home through the parent portal →About this activity
Eleven sounds sorted three ways: /p/, /m/, /s/ and /t/ exist in both languages; /ʃ/ as in sh, /z/, the fricative /v/ and /θ/ as in th exist only in English; /ɲ/ as in ñ, the trilled /rr/ and the jota /x/ exist only in Spanish. This board is a clinical reasoning tool as much as a student activity — it is the distinction between a difference and a disorder, laid out.
What to listen for
Watch the shared column. Errors on sounds that exist in both languages carry much more diagnostic weight than errors on sounds that exist in only one, because the child has had exposure and practice in both. Notice the Spanish-only sounds too: a bilingual child who has lost the trilled /rr/ may be showing language attrition rather than a speech difficulty, which is a different conversation with the family.
Carrying it home
Families are often told their child's accent is a problem. This board is a useful thing to show them: sounds that exist in only one language behave differently from sounds that exist in both, and the first group is not something to correct.
What's in this activity
- los dos idiomas
- solo en inglés
- solo en español
Questions
- Is this a student activity or a clinician's tool?
- Both. Older bilingual students find it genuinely interesting, and for a clinician it is a fast reference for separating a language difference from a speech difficulty.
- Is it free?
- Yes, no account needed.
- Does a sound existing in only one language mean errors on it are fine?
- It means they are expected, and expected patterns are not the basis for identifying a disorder. Whether they need work at all depends on the student's goals and the demands they face, not on the pattern alone.
Use this board with your caseload
With a free account, every correct, cued and incorrect mark is saved to the student and scored against their IEP goal, with the data written up for you. Assign it as home practice through the parent portal.
Track progress freeFree for SLPs. No card, no trial clock.