Abstract

Recent research has documented a shortage of multilingual speech pathologists and a need for more resources to work with children learning multiple languages. This study explores the assessment and speech-language intervention processes aimed at bilingual children who speak any other native language in Chile besides Spanish. The information was obtained through semi-structured interviews, which addressed four specific goals: speech-language pathologists’ characterization, description of the speech-language assessment, description of the speech-language intervention, and description of the adaptations to the assessment and intervention. Six categories of analysis that impact speech therapy assessment and intervention are reported. The triangulation by external researchers corroborates the categories proposed by the authors. The findings show a lack of tools and professional training for working with bilingual speakers of native languages, and as a result, professionals must adapt their practices to account for the actual linguistic-communicative skills of children. Suggestions are given to address gaps in professional training.