Speech Therapy for Bilingual Children

If your child speaks two languages at home, you may have heard alarming things from well-meaning people. Maybe a teacher said your child is "confused" by two languages. Maybe a doctor suggested you drop your native language. Maybe you're not sure if what you're seeing is a speech delay — or just normal bilingual development.

This article gives you clear, research-backed answers. You'll learn the most common myths about bilingualism and language delay, what normal bilingual development actually looks like, and how a qualified speech-language pathologist (SLP) should evaluate a bilingual child. Our Pediatric Speech Therapy: A Complete Parent's Guide covers the broader picture — this article goes deep on what makes bilingual kids different and why that difference matters for evaluation.

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Key Takeaways

• Bilingualism does not cause speech or language delays. Research is clear on this.
• Bilingual children should be assessed in both languages — evaluating only English almost always gives inaccurate results.
• "Total vocabulary" across both languages counts. A child who knows 150 words in English and 100 in Spanish has 250 words — not 150.
• Mixing languages (code-switching) is normal and healthy, not a sign of confusion or disorder.
• You should not stop speaking your native language to your child. It will not help — and it may cause real harm.

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The Biggest Myth: Bilingualism Causes Language Delays

Let's address this directly: bilingualism does not cause language delays.

This myth has been repeated for decades. It has caused enormous harm. Many families have been told to stop speaking their home language to their children. Some followed that advice. The result was often children who lost connection to their heritage — and no improvement in their language skills.

The American Academy of Pediatrics (AAP) states clearly that learning two languages is beneficial for children and does not lead to language disorders. Their guidance notes that children around the world grow up bilingual or multilingual, and this is the global norm — not the exception. You can read more at healthychildren.org.

The American Speech-Language-Hearing Association (ASHA) also confirms that bilingualism is not a risk factor for communication disorders. Their resources make clear that when a bilingual child has a true language disorder, the disorder shows up in both languages — not just the weaker one. See ASHA's bilingual resources at asha.org/public/speech/development/.

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What Normal Bilingual Language Development Actually Looks Like

Bilingual development follows its own path. It is not slower — it is different. Knowing what "normal" looks like helps you know when to look closer.

Language mixing (code-switching) is normal. Bilingual children often switch between languages mid-sentence. A child might say "I want more leche, please." This is not confusion. It is a natural feature of bilingualism that even fluent bilingual adults do. Code-switching shows language ability, not a problem.

One language may be stronger than the other. This is almost always true. The dominant language depends on where your child spends time, who they talk to, and what language is used in school. This imbalance is normal. It can shift over time.

There may be a "silent period." When a child is introduced to a new language (for example, when starting school in English), they may stop talking much for weeks or months. This is a normal part of language acquisition. It is not a regression or a delay.

Total vocabulary spans both languages. Bilingual children do not have two full vocabularies — they have one vocabulary split between two systems. A child might know the word "dog" in English but not Spanish, and "gato" in Spanish but not English. Both count. When you add up all the words in both languages, bilingual children hit the same milestones as monolingual children.

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Why Bilingual Children Are Often Misdiagnosed

This is where things get serious. Bilingual children are misdiagnosed at much higher rates than monolingual children — in both directions.

They are over-diagnosed when evaluators see normal bilingual features (language mixing, accent, a smaller English vocabulary) and label them as disorders.

They are under-diagnosed when evaluators assume everything is "just bilingualism" and miss a real delay that exists in both languages.

The core problem is usually the same: the child was evaluated only in English, or only by a clinician who doesn't speak their other language. An English-only evaluation of a child who speaks 60% Spanish at home is like testing a runner with one leg tied — the results tell you nothing reliable.

Research published in peer-reviewed journals consistently shows that English-only assessments of bilingual children produce inaccurate results, leading to over-identification of language disorders in minority language speakers. This is a well-documented problem in the field.

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What a Correct Evaluation Looks Like for a Bilingual Child

If your bilingual child is being evaluated for a possible speech or language delay, the evaluation should look different from a monolingual evaluation. Here is what to expect — and to ask for.

Both languages should be assessed. A complete bilingual evaluation means gathering information in both languages. This might involve a bilingual SLP, a trained interpreter, or parent questionnaires in the home language.

Language history matters. The SLP should ask: How long has your child been exposed to each language? What language does each caregiver use? What language is used at school? What language does your child use when playing alone? These details are essential context.

Dynamic assessment should be included. Dynamic assessment goes beyond standardized tests. It looks at how quickly a child learns new things when given a small amount of teaching. Bilingual children often score lower on standardized English tests but catch up just as fast as monolingual peers when taught something new. A child with a true disorder will not — they show learning differences in both languages.

Test norms should fit the child. Many standardized speech and language tests were normed on monolingual English-speaking children. Using those norms to score a bilingual child produces invalid results. Good evaluators know this and account for it.

Parent input is essential. You are the expert on your child's communication across both languages. A good evaluation includes a detailed interview with you about how your child communicates at home, with family, and in different situations.

ASHA provides detailed guidance for evaluating English language learners and bilingual speakers — including protocols for working with interpreters and choosing appropriate assessment tools. Find their resources at asha.org/practice-portal/professional-issues/bilingual-service-delivery/.

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The "Stop Speaking Your Native Language" Advice Is Wrong

This deserves its own section because it is still given out — by pediatricians, teachers, and even some older SLPs.

The advice goes like this: "Your child is struggling with English. If you speak only English at home, it will be easier for them to learn."

This is wrong. Here is why.

First, if a parent is not fluent in English, they cannot model rich, complex language in English. A child needs to hear complex sentences, stories, emotional words, humor, and nuance. A parent struggling with English cannot provide that. But they can provide it in their native language — and those language skills transfer.

Second, native language loss can damage the parent-child relationship. Language is not just communication. It is how families share values, stories, and love. When a child loses their home language, they often lose access to grandparents, cultural identity, and emotional closeness with caregivers.

Third, the research simply does not support it. Bilingual children do not learn English faster when home language input is removed. They just lose their other language.

The AAP is explicit: families should be encouraged to speak their home language with their children. The parent's native language is an asset — not a barrier.

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How to Find an SLP Who Can Evaluate Bilingual Children

Not every SLP has training in bilingual assessment. This matters. Here is what to look for.

Ask directly. When you call a practice, ask: "Do you have experience evaluating bilingual children? Can you assess my child in both [Language] and English?" If the answer is vague, keep looking.

Look for bilingual SLPs. ASHA maintains a "Find a Speech-Language Pathologist" tool on their website that allows you to search by specialty and language. Visit asha.org/public/ to search in your area.

Ask about their assessment tools. A knowledgeable SLP will mention dynamic assessment, language sampling, and parent interview. If they only plan to give your child a standardized English test, that is a red flag.

Ask about their interpreter process. If they don't speak your language, do they use trained interpreters — not just bilingual staff — who follow ASHA's protocols for interpreter-mediated assessment?

FindKidTherapy can help you search for pediatric speech therapists in your area who specialize in the populations you need. Use our directory to filter by location and specialty.

You may also want to read our article on how insurance covers pediatric speech therapy — bilingual evaluations can sometimes be more involved, and understanding your coverage before you start can save a lot of stress.

The CDC's developmental milestones resources at cdc.gov/ncbddd/actearly are a good starting point if you're not sure whether your child's communication development is on track — though remember that milestones are designed for monolingual children and should be interpreted with that context in mind for bilingual kids.

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When It Is a Real Delay (Not Just Bilingualism)

Bilingualism explains some differences. It does not explain everything.

A true speech or language disorder in a bilingual child shows up in both languages. If your child is behind in English only, that may be a language exposure issue. If your child is behind in both languages, that is more likely a true disorder that needs evaluation and support.

Red flags in both languages include: limited vocabulary, difficulty forming sentences, trouble understanding simple instructions, not using language to communicate needs, or losing language skills they had before. These are worth taking seriously regardless of how many languages your child speaks.

If your child has received a diagnosis of childhood apraxia of speech, our article Childhood Apraxia of Speech: A Parent's Guide explains what that means and what therapy typically looks like — including for bilingual children.

If you've noticed your child repeating sounds or words and you're not sure if it's normal, see our article on Stuttering Treatments for Children: What Works for more guidance.

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Frequently Asked Questions

Q: Should my child learn only one language until their speech improves? No. Dropping the home language rarely helps and can cause real harm — to your relationship, your child's cultural identity, and their overall language development. Keep using your home language. A qualified SLP can help your child in both languages simultaneously.

Q: My child mixes languages all the time. Is that a problem? No. Code-switching is a normal, natural feature of bilingualism. It shows that your child's brain is managing both language systems. It is not a sign of disorder or confusion.

Q: How do I know if my child needs speech therapy or just more time? If your child is falling behind in both languages — not just English — that is worth a professional evaluation. A bilingual-competent SLP can tell the difference between normal bilingual development and a true disorder.

Q: What if there are no bilingual SLPs near me? Ask about telehealth. Many bilingual SLPs offer services remotely. You can also ask whether the evaluating SLP has experience using trained interpreters — and what their specific process looks like.

Q: The school wants to place my child in special education because of language scores. What should I do? Request that the evaluation be done in both languages before any placement decision is made. You have this right under federal law (IDEA). If the school used an English-only test, the results may not be valid. Ask for a full bilingual evaluation before agreeing to any placement.

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The Bottom Line

Raising a bilingual child is a gift — not a problem to solve. Language differences are not language disorders. Mixing languages is normal. A smaller English vocabulary does not mean your child is behind.

What it does mean is that evaluation needs to be done carefully, in both languages, by someone who understands how bilingual development works. The right evaluation leads to the right answer — whether that's "your child is developing normally" or "your child needs support, and here's the plan."

Use our Pediatric Speech Therapy: A Complete Parent's Guide to understand the full landscape of speech and language services for children. And use FindKidTherapy to find a pediatric speech therapist in your area who has experience with bilingual children.

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This article is for educational purposes only and is not medical advice. For diagnosis, treatment, or individualized recommendations, consult your pediatrician or a licensed therapist. FindKidTherapy is a directory of independent pediatric therapy providers; we are not a medical provider and do not provide therapy services.

Authored by the FKT Editorial Team.