Important Important Important

Outline—ACCENT MODIFICATION A) What is accent modification? Learning how to change the way you say words or phrases. ASHA: Accents (regional, foreign, or nonnative) are not a communication disorder. Ac- cents are a natural part of spoken language, and every person has an accent. Accents and dialects are intimately tied to identity and community. Accent modification is an elective service sought by individuals who want to change or modify their speech. Ac- cents are systematic variations in the execution of speech characterized by differences in phonological and/or prosodic features that are perceived as different from any na- tive, standard, regional, or dialectal form of speech (Valles, 2015).

Regional accents are common among individuals from different geographic areas; for example, individuals from New York Nonnative accents are sometimes heard in nonnative individuals who learn English as a second language

B) Role of speech language pathologist Speech therapy can help increase your intelligibility so you can be better understood by others and help build confidence to initiate or effectively communicate in a social setting or work.

C) Goal for accent modification? To improve intelligibility and communicative effectiveness by teaching the individual a combination of pronunciation, syntactic, and intonation skills. Secondary goals may be related to confidence, ease, and spontaneity in communication. A third set of goals can address the why’s?? Example: bullying, trauma, detachment, advancement or work.

D) Principles of teaching 1) Case history and Background education- The abstraction process is placed at lo-

cations predominantly in the temporal (STS and STG) lobes, Pt age, language his- tory/cultural background.

2) Address expectations(accent might not be completely eliminated) 3) Use guide of stuttering—-meaning the iceberg( address inner issues, trauma’s, con-

fidence prior to the extensive methods. 4) Assess( subjective rating scales, language sample, phonetic transcription tasks,

analysis of suprasegmentals and phonetic/phonological analysis and error analysis) 5) Find the appropriate beginning( text, appropriate beginning level) 6) Focus on the goals or bigger issues 7) Implicate/introduce small groups and or social settings and situations 8) Include all senses 9) Test understanding and create baseline of the methods that was previously taught 10) Re-assess

E) Key components/direct teaching: —-pronounciation of consonants and vowels(the sound) —-word and sentence stress(the rhythm) —-music(intonation) —-flow(linking and connected speech) 1) Speech 2) Language 3) cognition(memory) 4) Voice 5) Fluency

• Listen and imitate—The individual repeats a clinician-provided model. • Phonetic training—explicit teaching of phonemes via descriptions and articulatory posi-

tion diagrams of the phonetic alphabet. • Auditory discrimination training. • Minimal pair drills—contrasting between similar sounds via listening discrimination and

verbal production. • Contextualized minimal pairs—contrasting between similar sounds in a meaningful con-

text. • Visual aids—cues to assist in the production of sound (i.e., pictures, mirrors, the vowel

quadrilateral, and sound–color charts). • Tongue twisters—phrases or sentences that are difficult to produce because of the use of

successive consonantal sounds (e.g., !Peter Piper picked a peck of pickled peppers”). • Developmental approximation drills—following a developmental sequence in learning

sounds of the L2. • Practice of vowel production and altering stress patterns. • Reading aloud. • Recording of the individual"s production for auditory feedback and review. • Visual feedback—The individual receives a visual presentation that gives feedback on

accuracy of production (e.g., software reacts to a produced vowel and places it in an In- ternational Phonetic Alphabet chart).

• Linking consonants—building awareness around the way phonemes tend to become linked when words are joined in connected speech (e.g., in connected speech, !what did he want” may be pronounced /wəɾɪɾiwɑnt˺/ or !what did e want”).

F) Difference between code switching and accent modification

G) Length of time Can take many weeks or months depending on the individual

H) The importance of listening! Listening! Listening!! 1) Learners do need to pronounce words close enough to how a listener expects to hear them if they want to be understood properly. Listening can help with pronuncia- tion. When listening to native speakers pronounce words, there’s an increase in pro- nunciation.

2) Repetition is key

3) Model the sound and provide examples. Be a critical thinker, observe and then analyze, Identify, draw conclusion, share the information.

4) Give alternative solution, so they can select what is best for them Safety measures are part of our scope of practice

I) Implications/Considerations

J) Collaboration with other professions

K) Famous Faces

L) Recommandations