This chapter firstly outlines the phonological structure of Gaelic and aspects of phonetic implementation. I then consider methods used so far in the study of Gaelic phonological acquisition and review work in this area. The journey of language acquisition is varied across different sectors of the Gaelic-speaking population, as well as individuals. For example, while some children acquire Gaelic and English virtually simultaneously in the home, other children acquire Gaelic sequentially through a form of immersion schooling known as Gaelic Medium Education (GME). Many lie somewhere on a simultaneous-sequential continuum. Adult acquirers of Gaelic are a hugely diverse population, which naturally leads to a range of differing outcomes in the acquisition of phonology. In this overview of the field, I consider the different factors associated with multilingual phonological acquisition, and how they have predicted or challenged results obtained from data-driven studies of Gaelic. The chapter ends with a discussion about the multiple future directions needed for research in this area, including larger studies of primary-aged populations, and more focus on universities as an important locus of adult language acquisition.

The chapter starts by presenting a sketch of the phonology of Irish. This covers first the segmental phonology dealing with consonants and then vowels. The importance of the palatalised–non-palatalised distinction in the consonant system is stressed. The phonotactics of Irish are described and the range of possible consonant clusters outlined. Attention is then turned to prosodic aspects of Irish phonology, with a description of both stress and intonation.

Phonological processes such as allophonic variation and sandhi phenomena are also included, and a description of the initial consonant mutation system is given in phonological terms. In all these sections of the chapter, important dialect differences are noted. Following the description of Irish phonology, a review is presented of studies of the acquisition of Irish as a first (or joint first) language. Two diary studies provided some information on order of acquisition of segments and on patterns of simplification. A longitudinal, group study is also reviewed and the results of this add much more to our knowledge of phonological acquisition in Irish. The chapter concludes with a look at the development of new, urban, forms of Irish, and at the need for more research into phonological acquisition norms in Irish.

Describe the challenges children face in learning language; understand key features of child language development; explain the strategies children use to learn sounds, words, and grammar.

This chapter lays out the theoretical devices on which the subsequent analysis builds. The first section introduces the phonological architecture used in the book, and in particular the distinction between the phonological, phonetic-phonological, and phonetic levels of representation, which underpin the notion of the life cycle that is central to the book’s argument. The second section recaps current views on the mechanisms of language contact and the role that phonological patterns can play under different contact scenarios. This is followed by a discussion of areal effects in phonology generally and some case studies beyond northern Europe, which exemplify various possibilities for recovering the history of contact from attested phonological patterns. The third section discusses the mechanisms of phonological convergence and the possible uses of sound patterns in diagnosing language contact in the past. Finally, the fourth section lays out the theory of the life cycle of phonological processes and introduces key related notions such as rule scattering and rule generalization, and lays out a proposal for how the life cycle can be used in examining language contact in the past.

As in music, stress and accent in natural language are phenomenal prominences. A phenomenal prominence is always the most salient aspect of an acoustic contrast. A stress or accent might consist of a higher pitch, a greater amplitude, or a longer duration. It might also arise from differences in aspiration, vowel quality, or voicing. The primary purpose of stress and accent is to indicate a form’s temporal structure. It does this by indicating the positions of metrical prominences on the metrical grid. When phenomenal prominences correspond to metrical prominences, as they do in both music and language, they indicate the locations of metrical prominences and overall temporal organization. The key difference between metrical patterns in music and metrical patterns in language is that the former are typically more cyclic – or repetitive – than the latter with a more even distribution of prominences. Metrical organization is always rich and constructed automatically. Even when presented with a series of identical isochronous pulses, a hearer will automatically construct an analysis with multiple metrical levels. Stress and accent indicate which metrical analysis a listener should construct. This typically requires minimal information. A single accent per form can distinguish between the four perfect grid patterns, the simplest binary metrical patterns.

Chapter 9 summarizes the main points addressed in previous chapters. The main issues addressed in Chapter 1 are phenomenal prominence, metrical prominence, and the relationship between them. Chapter 2 addresses the Prosodic Hierarchy and structural prominence. Chapter 3 examines the typology of word stress. Chapter 4 examines two correspondence relationships: the relationship between prosodic categories and grid entries and the relationship between syntactic categories and prosodic categories. Directionality effects are addressed in Chapter 5, and grid well-formedness are addressed in Chapter 6. Chapter 7 examines boundary effects, and Chapter 8 focuses on feet.

What is memory? Scientists have proposed a wide variety of spatial metaphors to understand it. These range from the 2D wax tablets proposed by Plato and Aristotle and subsequently Freud, with his magic writing pad, to the 3D physical spaces that one can walk around inside, such as the subway of Collins and Quillian. If memory has such a spatial structure, then it suggests a simple rule: items in memory can be near or far from one another. Anything with a near-and-far structure lends itself to a network representation. Such spatial structure also lends itself to being in the wrong place at the wrong time: remembering things that never happened and forgetting things that did. This chapter explores how structure facilitates memories and also looks at a specific case of false memory to highlight how modeling the process of spreading activation on networks can enrich our understanding of structure beyond degree.

This chapter provides a thorough, up-to-date review of the literature on the phonetics and phonology of early bilinguals. It pulls together studies from a range of bilingual settings, including bilingual societies and heritage language contexts. While the chapter mostly reviews evidence from adolescent and adult participants, it also makes reference to the child bilingualism literature, where appropriate. The chapter first reviews studies on the accents of early versus late bilinguals, followed by a discussion of the various explanatory accounts for the observed differences between these two groups. Subsequently, the critical significance of early linguistic experience on bilingual speech patterns is considered, with particular reference to the evidence from childhood overhearers and international adoptees. The following sections then review studies comparing simultaneous and early sequential bilinguals, and those exploring the role of language dominance, continued use, the language of the environment in bilinguals’ pronunciation patterns, and the role of sociolinguistic factors in early bilingual speech patterns. The chapter concludes with suggestions for future research.

This chapter reviews evidence that the orthographic forms (spellings) of L2 sounds and words affect L2 phonological representation and processing. Orthographic effects are found in speech perception, speech production, phonological awareness, and the learning of words and sounds. Orthographic forms facilitate L2 speakers/listeners – for instance in lexical learning – but also have negative effects, resulting in sound additions, deletions, and substitutions. This happens because L2 speakers’ L2 orthographic knowledge differs from the actual working of the L2 writing system. Orthographic effects are established after little exposure to orthographic forms, are persistent, can be reinforced by factors other than orthography, including spoken input, and are modulated by individual-level and sound/word-level variables. Future research should address gaps in current knowledge, for instance investigating the effects of teaching interventions, and aim at producing a coherent framework.

This chapter outlines studies within the domain of speech perception by bilingual adult listeners. I first discuss studies that have examined bilinguals’ perception of L1 and/or L2 speech segments, as well as those that have tested perception of unfamiliar, non-native speech segments. In turn, I examine each of the factors that are known to affect bilinguals’ perception of speech, which include age of L2 acquisition, effects of L1:L2 usage as they pertain to language dominance and proficiency, and short-term contextual effects on speech perception. I also provide an overview of the literature on bilinguals’ perception of suprasegmentals. Finally, I explore what I think are some of the crucial questions facing the field of bilingual speech perception.

This chapter presents an overview of what is currently known about phonetic and phonological first language (L1) attrition and drift in bilingual speech and introduces a new theory of bilingual speech, Attrition & Drift in Access, Production, and Perception Theory (ADAPPT). Attrition and drift are defined and differentiated along several dimensions, including duration of change, source in second language (L2) experience, consciousness, agency, and scope. We address why findings of attrition and drift are important for our overall understanding of bilingual speech and draw links between ADAPPT and well-known theories of L2 speech, such as the revised Speech Learning Model (SLM-r), the Perceptual Assimilation Model-L2 (PAM-L2), and the Second Language Linguistic Perception model (L2LP). The significance of findings revealing attrition and drift is discussed in relation to different linguistic subfields. The chapter raises the question of how attrition and drift potentially interact to influence speech production and perception in the bilingual’s L1 over the life span; additional directions for future research are pointed out as well.

This chapter provides a cross-sectional overview of current neuroimaging techniques and signals used to investigate the processing of linguistically relevant speech units in the bilingual brain. These techniques are reviewed in the light of important contributions to the understanding of perceptual and production processes in different bilingual populations. The chapter is structured as follows. First, we discuss several non-invasive technologies that provide unique insights in the study of bilingual phonetics and phonology. This introductory section is followed by a brief review of the key brain regions and pathways that support the perception and production of speech units. Next, we discuss the neuromodulatory effects of different bilingual experiences on these brain regions from shorter to longer neural latencies and timescales. As we will show, bilingualism can significantly alter the time course, strength, and nature of the neural responses to speech, when compared with monolinguals.