The purpose of this study was to assess speech-language pathologists’ (SLPs) competence 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.

这项研究的目的是评估在服务于双语或英语学习儿童中的语言病理学家（SLP）的能力。具体来说，当在上下文中描述和/或给出时，SLP 是否能够识别以西班牙语为母语的可接受的英语作品？数据是通过一项包含 28 个问题的匿名网络调查收集的，该调查专为与儿童一起工作的 SLP 实践而设计。共收到 99 份已完成的答复。大多数 SLP 对受西班牙语影响的英语 (SIE) 和与西班牙语母语者相关的方言特征有基本的了解；然而，与 SIE 的特征相比，SLP 能够更好地识别上下文中的错误。为了确保为英语学习者的孩子提供服务方面的最佳做法，SLP 需要了解 SIE 和其他英语变体的特征。因此，培训计划应提供有关语言/方言之间具体对比的教育，同时鼓励批判性思维和自学。