The Influence of Native- Versus Foreign-Accented Speech on Spanish–English Bilingual Children's Spanish Receptive Vocabulary Performance: A Pilot Study

Abstract

Purpose There are many fewer speech-language pathologists (SLPs) who can administer Spanish language testing than there are children in the United States who need such testing. Although there are precautions against language testing by foreign speakers, results from testers using native- versus foreign-accented speech have not been compared using popular picture-pointing vocabulary tests of the sort used by SLPs. Therefore, we sought to determine if nonnative Spanish speech (i.e., foreign-accented speech) was sufficient for the administration of a Spanish receptive vocabulary test. Method Using a single group, within-subjects design, 15 Spanish–English bilingual 5-year-olds from a low socioeconomic background listened to native- and foreign-accented digital audio recordings of targeted vocabulary words. Native- and foreign-accented testing was counterbalanced with a 2-month interlude. Using standard procedures, children were also administered English and Spanish–English bilingual picture-pointing vocabulary tests. Language histories were collected from caregivers and teachers. Results Standard scores were significantly lower for foreign- than for native-accented Spanish vocabulary testing. However, native-accented testing produced outcomes similar to those found in the literature for standard administration procedures. Conclusions Results support precautions that language testers should be proficient in the language of testing. However, standardized picture-pointing receptive vocabulary tests might be amenable to adaptations using recorded speech instead of standard procedures. This potentially extends the number of SLPs who might administer some Spanish testing.