Our Projects

Co-Investigator: Dr. Daniel Aalto, University of Alberta

Funded by: Killam Cornerstone Grant

In Canada, a large number of Mandarin-speaking newcomers use English as a second language (L2) in their academic contexts, and their English speech production, or pronunciation, affects their daily communication, academic success, and feeling of belonging. Producing speech sounds in an L2 can be challenging, influenced by factors such as the speech system (dis)similarities between the L2 and the speaker’s first language (L1), individual difference factors such as L2 input, learning motivation, and cultural identity, and the availability of explicit instruction. Specifically for Mandarin-speaking English learners, speech sounds like “r” can be challenging due to their different lip movements and sound qualities across the two languages. This project asks three research questions: (1) How do Mandarin- and English-L1 speakers’ pronunciation differ in their lip movements? (2) How is L2 speech production influenced by individual difference factors? and (3) Is it effective to provide explicit instruction for English-L2 learners in Canada? Findings of this project will provide evidence in speech science and L2 speech learning and quantify the effectiveness of a low-technology, low-intensity, thus accessible and feasible L2 speech training program. These will benefit L2 learners and teachers in Canada and around the world and have implications for speech-language pathology practices.

Co-Investigator: Dr. Andrea MacLeod, University of Alberta

CLD populations remain underrepresented in the SLP workforce in Canada. Late-immigrant SLP students, those who immigrated at later ages or entered an SLP program as international students, face systemic barriers in application processes, academic education, and clinical placements. On the other hand, they bring valuable multilingual and intercultural competencies that are essential for serving diverse client populations. This project aims to examine the existing knowledge of and support for CLD SLP students and understand the experiences of CLD SLP students and their educators, identifying both barriers and strengths to inform culturally responsive education and workforce development. By addressing the gaps in CLD representation within SLP programs, this project has long-term implications for fostering access, community, and belonging in SLP workforce. Ultimately, it aims to enhance the cultural responsiveness of SLP education, improve support for CLD students, and contribute to equitable healthcare services for diverse client populations.