Cantor-Cutiva Lady Catherine, Calvache Mora Carlos, Rincón-Pinilla María Paula, Hunter Eric J
Communicative Sciences and Disorders Department, Michigan State University, East Lansing, Michigan; Communicative Sciences and Disorders Department, University of Iowa, Iowa City, Iowa.
Corporación Universitaria Iberoamericana, Department of Communication Sciences and Disorders, Bogotá, Colombia; Vocology Center, Bogotá, Colombia.
J Voice. 2023 Oct 3. doi: 10.1016/j.jvoice.2023.09.001.
As the world becomes increasingly interconnected, the demand for bilingual teachers has grown exponentially. However, the unique combination of being a bilingual occupational voice user establishes challenges that warrant careful examination.
To investigate the association between bilingualism, vocal effort, and background noise with fundamental frequency and long-term spectrum average among Spanish-English bilingual teachers.
Exploratory cross-sectional correlational study with the participation of eight Spanish-English proficient bilingual teachers (native Spanish speakers) who were teaching online classes during the quarantines established to mitigate the propagation of COVID-19. Participants were asked to read two standardized texts (one in English and one in Spanish) under two background noise conditions (with and without background white noise).
There was a significant interaction between language and vocal effort considering that the association of vocal effort with fo was different for Spanish and English. There was also a significant main effect of background noise on fo. There were significant differences in voice spectral characteristics between productions in Spanish and English and between productions with and without background noise. The alpha ratio was significantly higher in productions in English and with background noise compared with productions in Spanish without background noise. The mid to high spectral energy ratio (1-5 K/5-8 K) was significantly lower in productions in English and with higher perceived vocal effort compared with productions in Spanish and with lower scores on the Borg Scale.
Our findings introduce a need perspective by emphasizing the impact of speaking a second language on the work-relatedness of voice disorders among teachers. These findings stress the necessity to factor in language and environmental conditions for the comprehensive evaluation and management of work-related voice disorders.
随着世界联系日益紧密，对双语教师的需求呈指数级增长。然而，作为双语职业嗓音使用者这一独特组合带来了一些挑战，值得仔细研究。
调查西班牙语 - 英语双语教师的双语能力、发声努力程度和背景噪音与基频及长期频谱平均值之间的关联。
进行探索性横断面相关性研究，八名精通西班牙语 - 英语的双语教师（以西班牙语为母语）参与其中，他们在为减轻新冠疫情传播而设立的隔离期间进行在线授课。要求参与者在两种背景噪音条件下（有和没有背景白噪音）阅读两篇标准化文本（一篇英文，一篇西班牙文）。
考虑到西班牙语和英语中发声努力程度与基频的关联不同，语言和发声努力程度之间存在显著交互作用。背景噪音对基频也有显著的主效应。西班牙语和英语的发音之间以及有和没有背景噪音的发音之间在嗓音频谱特征上存在显著差异。与没有背景噪音的西班牙语发音相比，有背景噪音的英语发音的阿尔法比率显著更高。与西班牙语发音且博格量表得分较低相比，英语发音且感知发声努力程度较高时的中高频谱能量比（1 - 5K/5 - 8K）显著更低。
我们的研究结果通过强调说第二语言对教师嗓音障碍工作相关性的影响，引入了一个需求视角。这些发现强调了在全面评估和管理与工作相关的嗓音障碍时考虑语言和环境条件的必要性。
