Speech-Language Pathologists’ Knowledge of Spanish-Influenced English and Dialectical Differences: A Survey

• Published in: Communication disorders quarterly 2022-02, Vol.43 (2), p.128-132
• Main Authors: Smith, Kelsey E., Plumb, Allison M., Sandage, Mary J.
• Format: Article
• Language: English
• Subjects: Allied Health Personnel; Bilingualism; Children; Competence; Context; Dialectics; Dialects; English (Second Language); English as a second language; English as a second language learning; Identification; Language acquisition; Language proficiency; Polls & surveys; Recognition (Psychology); Spanish language; Spanish Speaking; Speech Language Pathology; Speech therapists; Speech-language pathologists
• ISSN: 1525-7401; 1538-4837
• DOI: 10.1177/15257401211018863

The purpose of this study was to assess the competence of speech-language pathologists (SLPs) in serving bilingual or English-language learning children. Specifically, are SLPs able to identify acceptable English productions of a native Spanish speaker when described and/or given in context? Data were collected through an anonymous 28-question, web-based survey designed for practicing SLPs who worked with children. A total of 99 completed responses were received. The majority of SLPs demonstrated a basic understanding of aspects of Spanish-Influenced English (SIE) and dialectal features associated with native speakers of Spanish; however, SLPs were better able to identify errors in context than features of SIE. To ensure best practice in service provision for children who are English-language learners, SLPs need an understanding of the features of SIE and other English variants. Training programs should therefore provide education on the specific contrasts between languages/dialects while encouraging critical thinking and self-study.