SHS 250: Child Transcription Project

Part 1
Watch the video posted in Module 6 and listen (use headphones!) to the children’s utterances of the following words.

Create a transcription using the following chart. Follow the instructions below to complete the following chart
correctly:

• Use NARROW transcription; that is, include all diacritics needed to describe what you heard.
• Use a minimum 16 point font, and use the chart provided on the worksheet.

Though most of these videos are entirely clear, there may be a few spots where it’s hard to hear what the children
say. Remember if you’re uncertain about what you’ve heard, there are IPA symbols to indicate that. Refer to our IPA
how-to manual.

Word Arielle 34 Anna 33 Elijah 33 Maya 33 Samuel 32

mos. mos. mos. mos. mos.
Ball [b ɔ] [b ɔ l] [b ɔ w] [b ɔə˸ l] ͡
[b oʊ]

Glasses [d r ɛ s̪̯ ɪ s˸] [ɡ l æ s ə s̫] [ɡ l ̃ æ s ə s] [ɡ l æ s̪̯ ɪ t] [d ɑ ʔ d ɪ s]

Lemon [j ɛ̃ m n̩ ] [l ɛ m ɪ n˸] [l ɛ m ɪ n s] [m ɛ m l ɪ [vĩʔhint]

m]
???

Red [w ɛ d] [r̮ ɛ̣˸ d]̚ [r̮ ɛ̣ d]̚ Did not say [j ɛ d]̚
“red”

Bye-bye [b̥ʰ ɑ² b ɑ͡ɪ¹] [b ɑ͡ɪ² b ɑ͡ɪ¹] [b ɑ͡ɪ b [d ɑ² d ɑ͡ɪ˸¹] [d ɑ> d ɑ͡ɪ˸¹]

ɑ͡ɪ↓]

Write a paragraph in which you identify which child you think has the most advanced phonetic system, and which
child is the least developed.

• Provide at least 3 examples to justify your statements for the child you identify as most developed, and 3
examples to justify your selection of the child you identify as least developed.

List and discuss the total inventory of vowels and consonants, and list and discuss the word shapes (CV, CVC, CVCV,
etc.) that the child uses.

Insert your paragraph here

SHS 250: Child Transcription Project

I think that Anna has the most advanced phonetic system, while Samuel has the least developed. I chose
Anna for the most developed because her utterances are the closest to mainstream American English
(MAE). For example, when she says the word “glasses”, she managed to produce the beginning consonant
cluster, /ɡl/. Whereas, Samuel said [dɑ], which is cluster reduction and fronting. Another example is that
Anna produces the /r/ for “red”, though derhotacized, compared to the glided productions by Arielle (/w/)
and Samuel (/j/). One more instance is in how Anna says [lɛmɪn˸], where there isn’t much to modify in her
production compared to Maya’s use of consonant harmony for [mɛmlɪm] and Arielle’s gliding of /l/ to /j/.
Samuel, I felt, was the least developed, because while he was just a month younger than Anna at the time,
he needed the most modifications while transcribing. Using “ball”, he said [boʊ],͡ which indicates he
vowelized the final /l/. Going back to the word “glasses”, Samuel also uses stopping. So, instead of saying
the first /s/ in /ɡlæsəs/, he uses a /d/ for [dæʔdɪs]. Lastly, when he says “lemon”, it’s harder to understand
each segment compared to the other children but, it sounds like his /l/ becomes a /v/, /m/ becomes glottal,
and he adds a small /t/ at the end. Overall, Anna needed the least symbols and modifications, while Samuel
needed more.
Anna
Ball: [b ɔ l] CVC

Glasses: [ɡ l æ s ə s̫] [ɡ l æ s] = CCVC & [ə s̫] = VC

Lemon: [l ɛ m ɪ n˸] [l ɛ m] = CVC & [ɪ n˸] = VC
Red: [r̮ ɛ̣˸ d ̚] CVC
Bye-bye: [b ɑ͡ɪ² b ɑ͡ɪ¹] [b ɑ͡ɪ²] = CV & [b ɑ͡ɪ] = CV

• Syllable inventory: CCVC, CVC, VC, CV

Samuel
Ball: [b o͡ʊ] CV
Glasses: [d ɑ ʔ d ɪ s] [d ɑ ʔ] = CV & [d ɪ s] = CVC
Lemon: [vĩʔhint] (???) [vĩʔ] = CVC & [hint] = CVC

Red: [j ɛ d ̚] CVC
Bye-bye: [d ɑ> d ɑ͡ɪ˸¹] [d ɑ] = CV & [d ɑ͡ɪ] = CV

• Syllable Inventory: CVC, CV