TY - JOUR
T1 - Language proficiency and dominance considerations when working with Spanish–English bilingual adults
AU - Vicente, Manuel
AU - Calandruccio, Lauren
AU - Miller, Margaret K.
AU - Browning, Jenna M.
AU - Oleson, Jacob
AU - Leibold, Lori J.
N1 - Funding Information:
This research was funded by the National Institute on Deafness and Other Communication Disorders under Grant R01 DC015056, awarded to Lori Leibold and Emily Buss.
Publisher Copyright:
© 2019 American Speech-Language-Hearing Association.
PY - 2019/9
Y1 - 2019/9
N2 - Purpose: As the Hispanic population continues to increase within the United States, there is a pressing need to incorporate rigorous and efficient clinical assessments of language dominance and proficiency when working with Spanish–English bilingual patients. The purpose of this study was to begin addressing this need by evaluating the association between language dominance and language proficiency. Method: The association between scores for the English Versant Test (Pearson Education, 2010), an automated assessment of spoken language proficiency, and dominance and proficiency scores obtained using the Bilingual Language Profile, a self-report questionnaire was evaluated. Results: The results indicated that half of the variance in the English Versant Test was explained by the response to a single question included in the Bilingual Language Profile. Conclusion: These data support the inclusion of asking patients to not only indicate how many languages they speak but, for those patients that speak more than 1 language, to also ask how well they understand each of the languages.
AB - Purpose: As the Hispanic population continues to increase within the United States, there is a pressing need to incorporate rigorous and efficient clinical assessments of language dominance and proficiency when working with Spanish–English bilingual patients. The purpose of this study was to begin addressing this need by evaluating the association between language dominance and language proficiency. Method: The association between scores for the English Versant Test (Pearson Education, 2010), an automated assessment of spoken language proficiency, and dominance and proficiency scores obtained using the Bilingual Language Profile, a self-report questionnaire was evaluated. Results: The results indicated that half of the variance in the English Versant Test was explained by the response to a single question included in the Bilingual Language Profile. Conclusion: These data support the inclusion of asking patients to not only indicate how many languages they speak but, for those patients that speak more than 1 language, to also ask how well they understand each of the languages.
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U2 - 10.1044/2019_AJA-19-0028
DO - 10.1044/2019_AJA-19-0028
M3 - Article
C2 - 31265332
AN - SCOPUS:85072234395
SN - 1059-0889
VL - 28
SP - 724
EP - 729
JO - American journal of audiology
JF - American journal of audiology
IS - 3
ER -