bilingual children

EBP Briefs: Assessing Speech Sound Ability in Bilingual Children With Diverse Language Experiences

Authors and Affiliation

Chelsea Privette, PhD, CCC-SLP, Department of Speech, Language, and Hearing Sciences, The University of Texas at Austin
Leah Fabiano-Smith, PhD, CCC-SLP, Department of Communication Science and Disorders, University of Pittsburgh

Editorial Information

  • Editor: Mary Beth Schmitt, The University of Texas at Austin

  • Editorial Review Board: Includes members such as Crystle Alonzo, Mirza Lugo-Neris, and Jessi Zechmann.

  • Citation: Privette, C., & Fabiano-Smith, L. (2023). Assessing speech sound ability in bilingual children with diverse language experiences. EBP Briefs, 16(1), 1-9.

Copyright Notice

All rights reserved by NCS Pearson, Inc. Restrictions on reproduction and transmission detailed. Pearson is a registered trademark.

Structured Abstract

Clinical Question

Would a bilingual preschooler with suspected speech sound disorder (P) be more accurately diagnosed via an assessment approach that integrates sociolinguistic information (I) or via standardized assessment with traditional scoring modifications (C) as shown by diagnostic compatibility with the converging concern approach (O)?

Method

A systematic review was conducted using sources like Google Scholar and ASHA with keywords such as “bilingual”, “speech sound”, “phonology”, and “assessment”. 7 relevant studies were included in the review.

Primary Results

  1. Standardized Assessments: Not reliable diagnostic indicators as they do not encompass various dialects of American English.

  2. Evaluation Alternatives: Phonetic inventory and criterion-referenced measures show greater effectiveness in assessing bilingual children’s speech sound ability.

  3. Dialect Inclusion: Accounting for dialects associated with a child’s language experience significantly enhances diagnostic precision.

Conclusions

Few reliable psychometric tools exist for assessing speech sound ability in bilingual children. Evaluating phonetic inventories can yield comprehensive insights, while measures like PCC-R and EML serve as effective diagnostic tools when dialectal variations are factored conservatively.

Clinical Scenario

Shannon, a speech-language pathologist (SLP), has worked with bilingual children in the Southwest U.S. for five years. After relocating, she encounters varied language patterns in bilingual children. Referring to a case with Elisa, a bilingual 5-year-old, Shannon observes possible language proficiency issues and language articulation differences influenced by environments varying in demographic backgrounds.

Elisa’s Background Information

  • Home Languages: Spanish and English, primary use of Spanish with parents and English with a sibling.

  • Family Background: No reported speech, language, or hearing disorders in family history. Attendance at an English-dominant preschool with some bilingual instruction.

  • Initial Observations: While teachers raised concerns about Elisa’s speech clarity, contrary evidence suggests she engages well with peers.

Background Information on Assessment Practices

Standardized assessments often inadequately account for bilingual populations and dialect variations, posing challenges in clinical evaluations. Accurate assessments necessitate an understanding of bilingualism and related dialect variations to avoid reliance on standardized tests which may misrepresent children from diverse linguistic backgrounds.

Concepts of Bilingualism in Speech-Language Pathology

  • Between-Language Interaction: A key principle where bilingual speakers exhibit influences from both languages, resulting in mixed phonetic patterns not indicative of impairment. E.g., a bilingual child may substitute /s/ for /z/ due to absence of /z/ in their primary language.

  • Dialect Variation: Traditional assessments modify scoring for identified dialect features rather than integrating a broader understanding of speakers' linguistic realities. Current literature indicates that factors affecting assessment results must center the dialectal experience of the child.

Clinical Inquiry using the PICO Framework

  • P (Population): Spanish–English bilingual child suspected of having a speech sound disorder.

  • I (Intervention): A sociolinguistic approach to evaluation.

  • C (Comparison): Standardized assessments modified with traditional approaches.

  • O (Outcome): Accurate diagnosis of speech sound disorder.

Evidence Search Methodology

Shannon evaluated literature based on specific inclusion criteria, including participants’ age, presence of speech sound disorder (not associated with other disabilities), usage of real word measures, and clinical focus.

Results and Article Inclusion

Initially identifying 21 potential studies, seven were ultimately selected for review focusing on language proficiency, speech sound production, and diagnostic accuracy assessments in bilingual children.

Analysis of Phonetic Inventory

Phonetic inventories assess the variety and complexity of speech sounds produced by the child, informing clinical decisions.

  • Key Findings: Bilingual inventories often mirror complexity levels of monolingual peers, though they may include language-specific sounds.

  • Study Insights: Bilingual children can produce Spanish phonemes in English, showing bidirectional phonetic interaction.

Criterion-Referenced Measures

Five studies examined the effectiveness of criterion-referenced metrics in assessing bilingual children's speech sound production. These measures stand out due to their enhanced diagnostic accuracy compared to traditional standardized assessment. The most cited references include:

  • PCC-R (Percentage of Consonants Correct-Revised)

  • EML (Early, Middle, and Late Developing Sounds)

  • Phonological Patterns

Comparative Results

  • Studies revealed similarities in speech sound abilities between bilinguals and monolinguals, emphasizing that phonetic variability does not inherently indicate disorder when dialect influences are properly accounted for.

Conclusion: Clinical Decision-Making

After conducting a formal evaluation, Shannon concludes there is no need for speech services for Elisa, noting robust intelligibility in her everyday speech and supportive familial observations. The emphasis is placed on educating staff about bilingualism and the significance of dialect variation in child language development.

Authors’ Background

  • Chelsea Privette, PhD - Focuses on bilingual speech-language development.

  • Leah Fabiano-Smith, PhD - Specializes in speech sound disorders in bilingual contexts.

References

  • Extensive reference list showcasing foundational studies in bilingual phonological assessments and the impact of dialectal variations on diagnostic practices and child development.