Elena Babatsouli, Ph.D.
45th INTERNATIONAL CHILD PHONOLOGY CONFERENCE (ICPC) 2024, May 7-9, UL LAFAYETTE https://speechandlanguage.louisiana.edu/icpc2024
INFO on ISMBS: https://speechandlanguage.louisiana.edu/ismbs-2022
JOURNAL OF MONOLINGUAL AND BILINGUAL SPEECH: https://journal.equinoxpub.com/JMBS
Elena Babatsouli is Associate Professor and Blanco/BORSF Endowed Professor in Communicative Disorders at the University of Louisiana at Lafayette. She is co-Founding Editor and Editor-in-Chief of the Journal of Monolingual and Bilingual Speech (Equinox) and Associate Editor of Journal of Child Language (CUP). Elena’s research interests are on cross-linguistic child monolingual and bilingual phonological acquisition and assessment, second language acquisition, heritage languages, speech sound disorders, culturally responsive practices in speech and language sciences, phonetics, phonology, morphology, psycholinguistics, clinical linguistics, and measures/quantitative methods. Elena has edited several books, journal special issues, and conference proceedings, and currently serves as ERC Consolidator Grant Referee, European Research Council Executive Agency (ERCEA), and on ASHA's Multicultural Issues Board.
FULL CV ATTACHED
EDITED VOLUMES
* Babatsouli, E. (Ed.) (2024). 'Multilingual Acquisition and Learning: An Ecosystemic View to Diversity' (SIBIL). John Benjamins.
* Babatsouli, E. (Ed.) (2020, Reprint 2025). 'On under-reported monolingual child phonology' (CDAL series). Multilingual Matters.
* Babatsouli, E. & Ball, M.J. (Eds.) (2020, Reprint 2024). 'An anthology of bilingual child phonology' (SLA series). Multilingual Matters.
* Babatsouli, E. (Ed.) (2018). Crosslinguistic research in monolingual and bilingual speech. Chania, Greece: ISMBS.
* Babatsouli, E. & Kehoe, M. (Guest-Eds.) (2018). Phonological and phonetic studies of speech disorders across languages - in honour of Martin J. Ball. Special issue in 'Clinical Linguistics and Phonetics'.
* Babatsouli, E. & Ingram, D. (Eds.) (2018). 'Phonology in protolanguage and interlanguage'. Equinox Publishing.
* Babatsouli, E., Ingram, D. & Müller, N. (Eds.) (2017). 'Crosslinguistic encounters in language acquisition: Typical and atypical development'. Multilingual Matters.
* Babatsouli, E. & Ingram, D. (Guest-Eds.) (2016). Monolingual and bilingual speech across languages. Special issue, 'Poznan Studies in Contemporary Linguistics', 52(4).
ASHA/KUDOS SHOWCASE:
Babatsouli, E. (2023). Clinical assessment of linguistic diversity. ASHA Perspectives, 1-23. https://www.growkudos.com/publications/10.1044%252F2023_persp-23-00088/reader
SELECTED PUBLICATIONS
* Babatsouli, E is contributing on Greek and Greek variants to McLeod, S. (Ed.) (in press). 'Speech development in the languages of the world'. Oxford University Press.
* Babatsouli, E. (in press). Phonological disorders in child bilingualism. In. M. Amengual (Ed.), The Cambridge handbook of bilingual phonetics and phonology. Cambridge University Press
*Geronikou, E., & Babatsouli, E. (2024). Child speech developmental norms in Greek monolinguals: Whole word and consonant accuracy. Clinical Linguistics & Phonetics. https://doi.org/10.1080/02699206.2024.2329975
* Ingram, D., & Babatsouli, E. (2024). Cross-linguistic phonological acquisition. In M. J. Ball, N. Müller, & L. Spencer (Eds.), The handbook of clinical linguistics (pp. 409-421). Wiley-Blackwell
* Babatsouli, E., & Geronikou, E. (2022). Phonological delay of segmental sequences in a Greek child’s speech. Clinical Linguistics and Phonetics, 36(7), 642-656. https://doi.org/10.1080/02699206.2021.2001574
* Babatsouli, E. (2021). Correlation between the measure for cluster proximity (MCP) and the percentage of consonants correct (PCC). Clinical Linguistics and Phonetics, 35(1), 65-83. doi:10.1080/02699206.2020.1744189.
* Babatsouli, E. (2020). Separation of vowel sequences by consonant addition in a child’s bilingual development. Journal of Monolingual and Bilingual Speech, 2(2), 290-314. doi.org/10.1558/jmbs.18848
* Babatsouli, E. (2020). Estimating the accuracy of word-initial consonant clusters in child speech. Communications in Statistics: Case Studies, Data Analysis and Applications, 6 (4), 473-491. doi: 10.1080/23737484.2020. 1777486.
* Babatsouli, E. (2019). A phonological assessment test for child Greek (PAel). Clinical Linguistics and Phonetics. 33 (7), 601-627. doi:10.1080/02699206.2019.1569164.
* Babatsouli, E. & Nicoladis, E. (2019). The acquisition of English possessives by a bilingual child: Do input and usage frequency matter? Journal of Child Language. 46(1), 170-183. Online 2018 doi:10.1017/S0305000918000429.
* Babatsouli, E., & Sotiropoulos, D. (2018). A measure for cluster proximity (MCP) in child speech. Clinical Linguistics and Phonetics. doi:10.1080/02699206.2018.1510982.
* Babatsouli, E. (2016). Added syllable complexity in a child’s developmental speech and clinical implications. 'Clinical Linguistics & Phonetics', 30(8), 628-648.
Phone: 3374826727
Address: 231 Hebrard Blvd, Burke-Hawthorne Hall, University of Louisiana at Lafayette
INFO on ISMBS: https://speechandlanguage.louisiana.edu/ismbs-2022
JOURNAL OF MONOLINGUAL AND BILINGUAL SPEECH: https://journal.equinoxpub.com/JMBS
Elena Babatsouli is Associate Professor and Blanco/BORSF Endowed Professor in Communicative Disorders at the University of Louisiana at Lafayette. She is co-Founding Editor and Editor-in-Chief of the Journal of Monolingual and Bilingual Speech (Equinox) and Associate Editor of Journal of Child Language (CUP). Elena’s research interests are on cross-linguistic child monolingual and bilingual phonological acquisition and assessment, second language acquisition, heritage languages, speech sound disorders, culturally responsive practices in speech and language sciences, phonetics, phonology, morphology, psycholinguistics, clinical linguistics, and measures/quantitative methods. Elena has edited several books, journal special issues, and conference proceedings, and currently serves as ERC Consolidator Grant Referee, European Research Council Executive Agency (ERCEA), and on ASHA's Multicultural Issues Board.
FULL CV ATTACHED
EDITED VOLUMES
* Babatsouli, E. (Ed.) (2024). 'Multilingual Acquisition and Learning: An Ecosystemic View to Diversity' (SIBIL). John Benjamins.
* Babatsouli, E. (Ed.) (2020, Reprint 2025). 'On under-reported monolingual child phonology' (CDAL series). Multilingual Matters.
* Babatsouli, E. & Ball, M.J. (Eds.) (2020, Reprint 2024). 'An anthology of bilingual child phonology' (SLA series). Multilingual Matters.
* Babatsouli, E. (Ed.) (2018). Crosslinguistic research in monolingual and bilingual speech. Chania, Greece: ISMBS.
* Babatsouli, E. & Kehoe, M. (Guest-Eds.) (2018). Phonological and phonetic studies of speech disorders across languages - in honour of Martin J. Ball. Special issue in 'Clinical Linguistics and Phonetics'.
* Babatsouli, E. & Ingram, D. (Eds.) (2018). 'Phonology in protolanguage and interlanguage'. Equinox Publishing.
* Babatsouli, E., Ingram, D. & Müller, N. (Eds.) (2017). 'Crosslinguistic encounters in language acquisition: Typical and atypical development'. Multilingual Matters.
* Babatsouli, E. & Ingram, D. (Guest-Eds.) (2016). Monolingual and bilingual speech across languages. Special issue, 'Poznan Studies in Contemporary Linguistics', 52(4).
ASHA/KUDOS SHOWCASE:
Babatsouli, E. (2023). Clinical assessment of linguistic diversity. ASHA Perspectives, 1-23. https://www.growkudos.com/publications/10.1044%252F2023_persp-23-00088/reader
SELECTED PUBLICATIONS
* Babatsouli, E is contributing on Greek and Greek variants to McLeod, S. (Ed.) (in press). 'Speech development in the languages of the world'. Oxford University Press.
* Babatsouli, E. (in press). Phonological disorders in child bilingualism. In. M. Amengual (Ed.), The Cambridge handbook of bilingual phonetics and phonology. Cambridge University Press
*Geronikou, E., & Babatsouli, E. (2024). Child speech developmental norms in Greek monolinguals: Whole word and consonant accuracy. Clinical Linguistics & Phonetics. https://doi.org/10.1080/02699206.2024.2329975
* Ingram, D., & Babatsouli, E. (2024). Cross-linguistic phonological acquisition. In M. J. Ball, N. Müller, & L. Spencer (Eds.), The handbook of clinical linguistics (pp. 409-421). Wiley-Blackwell
* Babatsouli, E., & Geronikou, E. (2022). Phonological delay of segmental sequences in a Greek child’s speech. Clinical Linguistics and Phonetics, 36(7), 642-656. https://doi.org/10.1080/02699206.2021.2001574
* Babatsouli, E. (2021). Correlation between the measure for cluster proximity (MCP) and the percentage of consonants correct (PCC). Clinical Linguistics and Phonetics, 35(1), 65-83. doi:10.1080/02699206.2020.1744189.
* Babatsouli, E. (2020). Separation of vowel sequences by consonant addition in a child’s bilingual development. Journal of Monolingual and Bilingual Speech, 2(2), 290-314. doi.org/10.1558/jmbs.18848
* Babatsouli, E. (2020). Estimating the accuracy of word-initial consonant clusters in child speech. Communications in Statistics: Case Studies, Data Analysis and Applications, 6 (4), 473-491. doi: 10.1080/23737484.2020. 1777486.
* Babatsouli, E. (2019). A phonological assessment test for child Greek (PAel). Clinical Linguistics and Phonetics. 33 (7), 601-627. doi:10.1080/02699206.2019.1569164.
* Babatsouli, E. & Nicoladis, E. (2019). The acquisition of English possessives by a bilingual child: Do input and usage frequency matter? Journal of Child Language. 46(1), 170-183. Online 2018 doi:10.1017/S0305000918000429.
* Babatsouli, E., & Sotiropoulos, D. (2018). A measure for cluster proximity (MCP) in child speech. Clinical Linguistics and Phonetics. doi:10.1080/02699206.2018.1510982.
* Babatsouli, E. (2016). Added syllable complexity in a child’s developmental speech and clinical implications. 'Clinical Linguistics & Phonetics', 30(8), 628-648.
Phone: 3374826727
Address: 231 Hebrard Blvd, Burke-Hawthorne Hall, University of Louisiana at Lafayette
less
InterestsView All (7)
Uploads
Method: Relevant literature on professionalism and diversity, equity, and inclusion is reviewed and summarized. Case scenarios are also shared to provide examples of how these aspects are not currently considered in the discipline of CSD.
Results: The current definitions of professionalism are vague and oftentimes exclude cultural differences. Because the majority of American Speech-Language-Hearing Association membership and leadership groups are from the mainstream culture, the definitions and attributes of professional norms have been influenced by mainstream culture.
Conclusions: Recent publications on professionalism and professional behavior in medicine have discussed the impact of racialized professionalism norms on increasing diversity of medical students and trainees. It is imperative to resonate such issues in the CSD profession, because there is a growing number of students and practitioners from minority groups. This tutorial addresses how the discipline of CSD can reflect cultural responsiveness to the standards for students, practitioners, and faculty. Several solutions are suggested.
Method: Pertinent literature is reviewed to provide the relevant theoretical backdrop for the ecosystemic protocol, both conceptually and schematically. Greek is utilized as an example language, aiming to underscore knowledge, tools, and other resources on clinically relevant aspects of dialectal, interlanguage (adult second language [L2]), and child multilingual (L2/third language) variation in Greek-dominant speakers.
Results: The tutorial highlights facets of Greek speech and scripts a primary assessment model for clinical use mostly targeting clinicians that are not speakers or cognizant of the language, also viewing speech in linguistic diver-sity as a sociolinguistic construct. Recommendations for clinical practices are outlined proposing a specific action plan, exemplified by a case scenario.
Conclusions: The demonstrated ecosystemic paradigm in holistic, ecological protocols for clinical assessment of speech disorder in CLD speakers addresses the need for nonlinear, multilevel assessment of variable language exposure and use; being sensitive to individual speaker specificities; the sociolinguistic envi-ronment; and employing people-first, culturally sensitive, and dynamic strategies in clinical assessment. The stance also simplifies disambiguation tasks regard-ing the difference disorder dichotomy, enhancing existing clinical procedures.
development (PPD) at ages 5;10 and 6;3 in a monolingual Greek girl’s
speech following earlier articulation intervention (3;6) and postintervention
assessment (4;3). The re-assessment data examined here,
five months apart, were elicited using the Phonological Assessment for
Greek (PAel). Results reveal interesting idiosyncratic patterns in the production
of segmental sequences (VV, CC) in complex syllables and longer
words, with a striking imbalance between singletons and sequences,
which holds especially true for inconsistency in the acquisition of /ɾ/ across
CV, CC, and C.C contexts. Phonological delay surfaces as chronological
mismatches, idiosyncratic forms and, most notably, disparity between
segmental and structural development.
Method: Relevant literature on professionalism and diversity, equity, and inclusion is reviewed and summarized. Case scenarios are also shared to provide examples of how these aspects are not currently considered in the discipline of CSD.
Results: The current definitions of professionalism are vague and oftentimes exclude cultural differences. Because the majority of American Speech-Language-Hearing Association membership and leadership groups are from the mainstream culture, the definitions and attributes of professional norms have been influenced by mainstream culture.
Conclusions: Recent publications on professionalism and professional behavior in medicine have discussed the impact of racialized professionalism norms on increasing diversity of medical students and trainees. It is imperative to resonate such issues in the CSD profession, because there is a growing number of students and practitioners from minority groups. This tutorial addresses how the discipline of CSD can reflect cultural responsiveness to the standards for students, practitioners, and faculty. Several solutions are suggested.
Method: Pertinent literature is reviewed to provide the relevant theoretical backdrop for the ecosystemic protocol, both conceptually and schematically. Greek is utilized as an example language, aiming to underscore knowledge, tools, and other resources on clinically relevant aspects of dialectal, interlanguage (adult second language [L2]), and child multilingual (L2/third language) variation in Greek-dominant speakers.
Results: The tutorial highlights facets of Greek speech and scripts a primary assessment model for clinical use mostly targeting clinicians that are not speakers or cognizant of the language, also viewing speech in linguistic diver-sity as a sociolinguistic construct. Recommendations for clinical practices are outlined proposing a specific action plan, exemplified by a case scenario.
Conclusions: The demonstrated ecosystemic paradigm in holistic, ecological protocols for clinical assessment of speech disorder in CLD speakers addresses the need for nonlinear, multilevel assessment of variable language exposure and use; being sensitive to individual speaker specificities; the sociolinguistic envi-ronment; and employing people-first, culturally sensitive, and dynamic strategies in clinical assessment. The stance also simplifies disambiguation tasks regard-ing the difference disorder dichotomy, enhancing existing clinical procedures.
development (PPD) at ages 5;10 and 6;3 in a monolingual Greek girl’s
speech following earlier articulation intervention (3;6) and postintervention
assessment (4;3). The re-assessment data examined here,
five months apart, were elicited using the Phonological Assessment for
Greek (PAel). Results reveal interesting idiosyncratic patterns in the production
of segmental sequences (VV, CC) in complex syllables and longer
words, with a striking imbalance between singletons and sequences,
which holds especially true for inconsistency in the acquisition of /ɾ/ across
CV, CC, and C.C contexts. Phonological delay surfaces as chronological
mismatches, idiosyncratic forms and, most notably, disparity between
segmental and structural development.
A strength of this collection is the diversity of languages tested which includes Italian, French, Greek, Chinese, English and multiple languages as in article 1 which cites examples from monolingual and bilingual children speaking many different languages, and article 5 which includes bilingual English-speaking children who also speak Afrikaans and isiXhosa. Another strength of the collection is that all six articles have bearing on important current research themes in clinical linguistics and phonetics such as instrumental and theoretical approaches to gestural coordination (articles 3 and 6), the effect of hearing status on speech reading ability (article 2), the relationship between lexical and phonological development in late talkers (article 4), the development of phonological measures for identifying children with speech sound disorders (article 1), and speech sound development of children in multilingual contexts (article 5).
We have chosen to advocate for a holistic viewpoint on researching language acquisition because we feel that the dividing boundaries on what constitutes monolingual, bilingual, and second-language speech are not always and indisputably clear-cut. This is exemplified by looking at the language status of the child/participants in this special issue: where does the bilectalism of the Cypriot children who speak two varieties of Greek belong in the monolingual/bilingual/multilingual continuum? Are the Dutch-speaking Belgian children bilingual or second-language speakers of English, given that they are exposed to a non-native language through the media? Findings in this special issue support the recommendation for a holistic approach in researching language acquisition.
By bringing together research contributions into the production, perception, and evaluation of developmental speech in childhood or adulthood, the aim here is to promote the ultimate goal of delineating accurate descriptions of similarities and/or dissimilarities in the course of language acquisition: i) between children and adults, ii) in variable learning contexts, iii) cross-linguistically, as well as, iv) across language disciplines.
Seven articles are included in the special issue, following our invitation and based on presentations made at the International Symposium on Monolingual and Bilingual Speech 2015. A number of disparate languages are investigated that are involved in monolingual and bilingual settings: Albanian, Danish, Dutch, English, Greek, Turkish, and Swedish. Diverse methodological approaches (e.g. single-case, group studies, spontaneous speech, reading tasks, interviews, etc.) are utilized to reach descriptive and theoretical results.
Each article makes a novel contribution to the field of language acquisition research by enriching the existing data pool and enhancing the knowledge emanating from analyzing such data. The two articles opening the issue advance methodological research by extending the application of existing ones for Turkish-Dutch bilinguals (Altinkamiş, Özcan, and Steven Gillis) and by proposing a new measure for phonological speech assessment that complements current practices (Babatsouli, Ingram, and Sotiropoulos). The third article (Grohmann and Kambanaros) identifies factors that define bilectalism as an additional variable of a gradient nature to consider in language acquisition. The fourth article (Kjærbæk and Basbøll) has shown that language acquisition, with regard to noun plural inflection, is affected by an interplay of factors: the grammatical diversity evidenced across languages, the interaction between linguistic levels (phonology, morphology), as well as input frequency effects. The results of the fifth article (Lee) indicate that both native and non-native listeners differentiate between well-formed and ill-formed English productions and that, irrespective of their L1, they ‘show an illusionary vowel effect’ as a function of markedness. The sixth study (Simon, Lima Jr., and De Cuypere) finds that media-induced acquisition of a second language in monolingual settings should not be underestimated, as monolingual children succeed in producing vowel contrasts in the L2 that are non-existent in their L1. The findings of the seventh article (Tronnier and Zetterholm) on differences between L1 Albanian and L1 Swedish put in perspective previous findings on the productions of L2 Swedish speakers from L1 Albanian. A critical viewpoint of such an outcome questions a common practice in L2 research that identifies L2 speech variability, or ‘accentedness’, as resulting singly from L1 influence.
This collection of articles focuses on language acquisition, albeit from different vantage points underscoring disparity as a significant function in language acquisition. However, in conclusion, we also contemplate on the fact that, in the attempt to deal with the discrepancies found in speech productions across variable contexts in language acquisition and use, perhaps the role of universal forces is played down.
Although major languages like English and Spanish are included, there is an emphasis
in the book on under-reported languages: monolingual Hungarian and Swedish, and
bilingual combinations like Greek-English and German-English. There is also a focus
on under-represented studies: L2 German from L1 French ; L2 English from Catalan
and Portuguese; and in dialectal acquisition of Ecuadorian Spanish from Andalusian
speakers. The volume brings together different methodological approaches with
a stress on both phonetic and phonological analysis. It includes child and adult
developmental perspectives, descriptive and/or theoretical results from a combination
of methodological approaches (e.g. single-case, cross-sectional; spontaneous speech
samples, narrative retells), and a consideration of speech acquisition in the general
context of language.
The volume aims to motivate a shift in the general tendency among researchers to
specialize in language subfields of what is actually one common linguistic domain: the
study of speech sounds.