What is it about?
This study looks at how language used during hearing tests affects results for people who speak both Spanish and English. Central auditory processing disorder (CAPD) testing is used to find out how well the brain makes sense of sounds, but many of these tests rely heavily on language. Because bilingual individuals are often tested only in English (their second language), their results may not accurately reflect their true listening abilities. Testing in someone’s first language, like Spanish, or both languages may give a clearer picture of how well they actually process sound and help audiologists tell whether any difficulty comes from hearing or from language. In this study, 25 Spanish–English speakers took the same hearing tests in both languages. Results showed that people often did better in Spanish (their first language) than in English, especially on harder listening tasks. These differences also became more noticeable with increasing age. These findings suggest that testing bilingual patients in both languages may give a fairer and more complete view of their listening abilities.
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Why is it important?
Overall, our results showed that even though all participants were fluent in both Spanish and English, they often performed worse when tested in English. If these individuals had only been tested in English, some might have been incorrectly identified as having an auditory processing problem. This shows that language can have a real impact on test results and how a person’s listening abilities are interpreted. These findings highlight the importance of giving bilingual patients the most complete testing possible. Testing in both languages, when possible, can help audiologists better understand how a person processes sound and language, leading to more accurate diagnoses and better care.
Read the Original
This page is a summary of: Language-Appropriate Assessment Improves Central Auditory Processing Evaluation of Spanish–English Bilinguals, Journal of Speech Language and Hearing Research, October 2025, American Speech-Language-Hearing Association (ASHA),
DOI: 10.1044/2025_jslhr-24-00924.
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