Using EEG methodology, children (aged 9-11) with little exposure to foreign-accented speech listened to sentences containing a semantic anomaly or pronoun error (and correct counterparts), produced by Chinese-accented and non-accented speakers of English. We examined whether presenting faces as a cue to foreign speaker identity could aid foreign-accented speech comprehension. Preliminary analyses of the child data suggests that adults but not children use faces as a cue to speaker identity to aid foreign-accented speech comprehension.