A bilingual speech and language evaluation can answer important questions about your child’s communication skills. But once the appointment is over, you may find yourself wondering what happens next.
Will your child need speech therapy? What if the evaluation finds no language disorder? How do you know whether your child is making progress? And what should you do at home while waiting for the next appointment?
The good news is that an evaluation is not simply about identifying a problem. It is about understanding your child’s strengths, recognizing areas where support may be helpful, and deciding what steps make sense for your family.
This guide explains what happens after a bilingual speech and language evaluation, how to understand the results, and what you can do to support your child’s communication development.
Quick Answer: What Happens After a Bilingual Speech Evaluation?
After a bilingual speech and language evaluation, the speech-language pathologist (SLP) reviews your child’s communication skills, explains the findings, and recommends next steps.
Depending on the results, your child may:
- Show language development that is typical for a bilingual child.
- Have language differences related to learning and using two languages rather than a disorder.
- Be diagnosed with a speech or language disorder that would benefit from therapy.
- Need additional testing, monitoring, or a follow-up evaluation.
You should receive a written report explaining the findings and recommendations. The timeline varies depending on the provider.
An evaluation does not automatically mean your child needs speech therapy. Its purpose is to determine whether additional support is necessary and, if so, what kind.
What Happens Immediately After the Evaluation?
Most evaluations end with a conversation between the speech-language pathologist and the parent or caregiver.
The SLP may explain what your child did well, which communication skills were more difficult, and whether the findings suggest a language difference or a possible disorder.
However, you may not receive every answer during that first conversation.
The speech-language pathologist reviews the findings
A bilingual speech evaluation involves more than checking how many words your child knows or how clearly they speak English.
The SLP considers several sources of information, including:
- Your child’s developmental and medical history.
- How much exposure your child has had to each language.
- Information you provide about communication at home.
- Observations during play and conversation.
- Speech and language samples.
- Results from formal and informal assessments.
The clinician also considers whether your child’s communication patterns are typical for someone learning two languages.
For example, a toddler who mixes English and Spanish words in the same sentence is not necessarily showing signs of a language disorder. This behavior, often called code-switching or code-mixing, is a common part of bilingual development.
Similarly, a child who speaks comfortably at home but uses fewer words in an unfamiliar setting may need additional observation before the clinician can draw a conclusion.
The important question is whether your child’s communication difficulties can be explained by their language experiences or whether there is evidence of a broader developmental concern.
Some results may require additional analysis
Not every conclusion can be reached during the appointment.
The SLP may need additional time to review language samples, score assessments, consider differences between languages, or consult with other professionals.
This is especially important when a child’s language abilities vary considerably between English and the home language.
You may receive an initial explanation immediately, followed by a more detailed written report once the evaluation is complete.
Before leaving, ask when you can expect the report and whom you should contact if you have questions.
Understanding Your Child’s Evaluation Report
The written evaluation report is one of the most useful documents you will receive.
It should explain what the clinician observed, how your child’s abilities were assessed, and what the findings mean for everyday communication.
You do not need to understand every technical term. What matters is that you understand the conclusions and the reasons behind them.
What information should the report include?
A comprehensive bilingual speech and language evaluation report may include:
- Language background: Which languages your child hears and uses, how frequently they use them, and in which settings.
- Developmental history: Information about early milestones, hearing, health, and previous communication concerns.
- Assessment methods: The tests, observations, interviews, and language samples used during the evaluation.
- Communication strengths: Skills your child demonstrates successfully in either language.
- Areas of concern: Speech or language skills that may need additional attention.
- Interpretation of results: Whether the findings suggest typical bilingual development, a language difference, or a possible disorder.
- Recommendations: Suggestions for therapy, monitoring, additional testing, or home activities.
The report should also explain any important limitations of the assessment.
For example, if testing was completed primarily in English even though your child is more comfortable speaking Spanish, that limitation matters when interpreting the results.
Standardized test scores can be useful, but they do not always provide an accurate picture of a bilingual child’s abilities when the tests were designed primarily for monolingual children.
A careful evaluation considers the entire communication picture rather than relying on one score.
For a more detailed explanation of the terminology and findings, see our guide to understanding a bilingual speech evaluation report.
How clinicians distinguish language differences from disorders
One of the most important purposes of a bilingual evaluation is determining whether your child’s communication patterns reflect typical bilingual development or a genuine speech or language disorder.
A language difference occurs when a child’s communication reflects the languages, dialects, and learning experiences they have had.
For example, a child who has heard Spanish since birth but has only recently started learning English may know fewer English words than a child raised exclusively in English.
That difference alone does not indicate a disorder.
A language disorder involves persistent difficulties understanding or using language that cannot be adequately explained by limited exposure, dialect differences, or typical second-language learning.
Clinicians look for patterns across languages, but they also consider the child’s opportunities to learn and use each language.
Here are some examples of how findings might be interpreted:
| What the evaluation finds | What it may suggest |
|---|---|
| Your child communicates well in Spanish but has limited English vocabulary. | A difference related to English exposure rather than a language disorder. |
| Your child has difficulty understanding and expressing ideas in both languages, despite appropriate opportunities to learn them. | A possible language disorder requiring further evaluation or support. |
| Your child mixes words from both languages but communicates effectively. | A common pattern of bilingual language development. |
| Your child speaks comfortably at home but rarely speaks at preschool. | A situation that needs closer examination of language exposure, comfort, anxiety, and communication across settings. |
These examples are not diagnostic rules.
A child can have different strengths and difficulties in each language, and a disorder does not have to appear in exactly the same way in both languages.
That is why the SLP must consider multiple sources of evidence before reaching a conclusion.
Four Possible Outcomes of a Bilingual Speech Evaluation
Although every child’s evaluation is different, the findings generally lead to one of four outcomes.
1. Your child’s language development appears typical
Sometimes an evaluation confirms that your child is developing communication skills as expected.
You may have been concerned because your toddler speaks fewer English words than other children, mixes languages, or seems more comfortable using one language.
The evaluation may show that these behaviors fit your child’s bilingual development and language exposure.
In this situation, speech therapy may not be necessary.
The SLP may recommend continuing to support both languages, observing progress, and returning for another evaluation if new concerns develop.
This does not mean your concerns were unimportant. The evaluation has provided useful information about how your child is developing.
2. Your child has a language difference rather than a disorder
A language difference means that your child’s communication patterns are influenced by their language background rather than an underlying impairment.
For example, your toddler may understand instructions in the home language but struggle with similar instructions in English because they have had much less exposure to English.
The clinician may recommend increasing meaningful language opportunities, coordinating with preschool teachers, or monitoring progress.
Speech therapy is not usually needed solely because a child is still learning a second language.
If you want to understand this distinction more fully, read Language Delay vs. Bilingual Development: How to Tell the Difference.
3. A speech or language disorder is identified
Sometimes the evaluation identifies communication difficulties that are not adequately explained by bilingual development.
These may involve:
- Difficulty understanding spoken language.
- Problems expressing needs, thoughts, or ideas.
- Speech sound difficulties that affect intelligibility.
- Persistent stuttering or other fluency concerns.
- Difficulties with social communication.
The SLP should explain which skills are affected, how those difficulties influence everyday communication, and what type of support may help.
A diagnosis does not mean your child cannot become bilingual.
Children with speech and language disorders can learn and use more than one language. The important consideration is providing appropriate support for their individual needs.
If therapy is recommended, the clinician should discuss how your child’s languages will be considered in treatment.
4. Additional testing or monitoring is recommended
Occasionally, an evaluation does not provide enough information for a definite conclusion.
Your child may have been unusually quiet during the appointment, or the clinician may need more information about communication in the home language.
In these situations, the SLP might recommend:
- A hearing evaluation.
- Additional language samples.
- Observation in another setting.
- Consultation with another developmental specialist.
- Monitoring communication over a defined period.
- A follow-up speech and language evaluation.
This does not necessarily mean something serious is wrong.
It means the clinician needs more information to make a well-supported recommendation.
Before leaving, ask what additional information is needed, who will arrange the next step, and when the results should be reviewed.
What Happens If Speech Therapy Is Recommended?
Hearing that your child may benefit from speech therapy can bring mixed emotions.
You may feel relieved to have an explanation for your concerns while also wondering what therapy will involve.
Speech therapy is not about forcing your child to speak perfectly or eliminating normal bilingual language patterns.
Its purpose is to help your child communicate more effectively.
How therapy goals are developed
Your child’s therapy goals should be based on the evaluation findings and the communication skills that matter most in daily life.
For a toddler, goals might include:
- Using words or gestures to request familiar objects.
- Understanding simple directions.
- Combining words into short phrases.
- Learning to take turns during communication.
- Producing speech sounds more clearly.
- Expressing needs and feelings with less frustration.
Goals should be specific enough that you and the clinician can recognize progress.
For example, rather than simply saying that your child needs to improve expressive language, a goal might focus on using two-word combinations during familiar play activities.
The clinician should explain how the goal will be practiced and how progress will be measured.
Will therapy be provided in both languages?
This is an important question to discuss with the SLP.
Therapy should consider your child’s complete language background, including the languages used at home and in childcare or school.
That does not necessarily mean every therapy session must include equal amounts of both languages.
The approach depends on your child’s needs, available services, family priorities, and the clinician’s expertise.
A bilingual speech-language pathologist may provide therapy in both languages. When a bilingual clinician is unavailable, an SLP may work with a qualified interpreter or collaborate with family members to support appropriate language goals.
You should not assume that your family needs to stop speaking the home language.
In most situations, continuing to use the language your family knows best provides valuable opportunities for communication, learning, and connection.
How often will your child attend therapy?
Therapy schedules vary.
Some children may benefit from weekly sessions, while others may need a different frequency based on their goals and the services available.
Your SLP should explain why a particular schedule is recommended.
For young children, therapy often involves play, familiar objects, books, and everyday communication activities.
Parents may also receive suggestions for supporting the same skills between appointments.
The goal is not to turn your home into a therapy clinic. It is to make communication practice a natural part of daily life.
How will you know whether therapy is working?
Progress may be gradual, particularly when a child is developing communication skills in two languages.
Your SLP should monitor specific skills over time and explain what improvement looks like.
Progress might include your child:
- Using more words to communicate needs.
- Combining words more often.
- Following directions with less assistance.
- Becoming easier for familiar people to understand.
- Participating more comfortably in conversations.
- Showing less frustration when trying to communicate.
Some improvements may appear first in one language or setting.
For example, your child might begin using longer phrases with grandparents before using similar phrases at preschool.
Share these observations with the therapist. They provide valuable information about how your child uses communication outside the therapy room.
What If Your Child Does Not Need Speech Therapy?
If the evaluation finds that therapy is unnecessary, you may feel relieved.
However, you might still wonder whether you should be doing something to help your child’s language development.
The answer is yes, but supporting language development does not require formal lessons or expensive learning materials.
Continue providing opportunities to use both languages
One of the most helpful things you can do is continue speaking naturally with your child.
If Spanish is the language you use most comfortably, keep speaking Spanish. If another family member regularly speaks English, those conversations can continue too.
What matters is that your child has meaningful opportunities to hear and use language with people who respond to them.
Young children learn language through interaction, repetition, shared attention, and everyday experiences.
You can encourage communication by:
- Naming objects and actions during meals or play.
- Reading familiar books and talking about the pictures.
- Singing songs in either language.
- Giving your child time to respond to questions.
- Expanding on what your child says.
For example, if your toddler points to a dog and says “dog,” you might respond, “Yes, a big brown dog!”
If your child uses the equivalent word in another language, you can respond naturally in that language.
There is no need to correct every mixed-language sentence or insist that your child repeat words in a particular language.
For additional ideas, see Daily Routines That Build Toddler Vocabulary.
Know when to seek another evaluation
A reassuring evaluation does not mean you should ignore future concerns.
Children develop rapidly, and their communication needs can change.
Contact your pediatrician or SLP if you notice:
- Your child loses words or communication skills they previously used.
- Communication difficulties become more noticeable over time.
- Your child struggles to understand familiar language in ways that concern you.
- Progress appears to stall or your child becomes increasingly frustrated.
- New concerns arise about hearing, speech clarity, or social communication.
Loss of previously acquired skills deserves prompt attention rather than waiting for a routine follow-up.
If you remain concerned despite reassuring results, you can ask for a follow-up discussion or another professional opinion.
You know how your child communicates in everyday life, and your observations are an important part of the assessment process.
How to Support Your Child at Home After the Evaluation
Whether your child needs therapy or simply continued language exposure, everyday interactions provide valuable opportunities for communication.
You do not need to create a complicated schedule.
Start with one or two activities that fit naturally into your family’s routine.
Use play to encourage communication
Play gives toddlers opportunities to communicate without feeling tested.
For example, while playing with toy cars, you might say:
“Car goes fast!”
“Uh-oh, it crashed!”
“More cars?”
Then pause and give your child a chance to respond with a word, gesture, sound, or phrase.
Follow your child’s interests rather than repeatedly asking them to name objects.
The purpose is to create an enjoyable exchange, not to demand a correct answer.
Read together in the language you know best
Reading supports vocabulary, listening, and conversation.
You can read the same book in different languages on different occasions or choose books written in your home language.
For toddlers, you do not have to read every word on every page.
Point to pictures, name familiar objects, and talk about what is happening.
If your child points to a picture or makes a sound, respond to that attempt to communicate.
A short, enjoyable reading experience is often more useful than a longer session that leaves your child frustrated.
Give your child time to respond
Some children need extra time to process a question or decide how to respond.
After asking something, pause for a few seconds.
Avoid immediately answering for your child or repeating the question several times.
You can also offer simple choices.
For example:
“Do you want the apple or the banana?”
Showing both objects can make it easier for your toddler to understand and respond.
Accept communication in either language, along with gestures or other appropriate forms of expression.
Keep grandparents and other caregivers involved
Grandparents and other family members can play an important role in bilingual language development.
They may provide regular exposure to a heritage language that your child hears less often elsewhere.
Simple activities such as sharing meals, singing familiar songs, looking at family photographs, and talking during play create opportunities for meaningful communication.
These interactions also help your child connect language with family relationships and cultural traditions.
How Schools and Early Intervention Programs May Become Involved
Depending on your child’s age, evaluation results may also be useful when arranging developmental or educational services.
For children younger than three in the United States, early intervention services are generally coordinated through the state’s Part C program under the Individuals with Disabilities Education Act (IDEA).
For children ages three and older, the local public school system may be responsible for evaluating eligibility for special education services.
A clinical speech and language evaluation can provide helpful information, but it does not automatically determine eligibility for school-based services.
Early intervention for children under age three
If your toddler is younger than three and has a suspected developmental delay, you can request an early intervention evaluation.
Families can generally contact their state’s early intervention program directly without waiting for a formal medical diagnosis.
If your child qualifies, the team develops an Individualized Family Service Plan (IFSP).
This plan identifies your child’s developmental needs, family priorities, services, and goals.
Early intervention often emphasizes helping caregivers support development during ordinary routines.
School-based services for children ages three and older
For preschool-aged children, the public school district may conduct its own evaluation.
If your child qualifies for special education services, the team develops an Individualized Education Program (IEP).
The IEP describes your child’s educational needs, goals, services, and how progress will be monitored.
Under IDEA, evaluations must account for cultural and linguistic differences and generally use the child’s native language or other appropriate communication mode unless doing so is clearly not feasible.
This matters because a child should not be identified as having a disability simply because they are learning English.
If your child has already completed a clinical bilingual evaluation, ask whether the report can be shared with the school team.
The school may use the information alongside its own assessment findings.
Questions to Ask After Your Child’s Evaluation
It is easy to forget important questions during an appointment, especially when you are trying to absorb unfamiliar information.
You may find it helpful to save these questions and bring them to your follow-up discussion.
- What are my child’s strongest communication skills? Ask for examples from both languages.
- Do the findings suggest typical bilingual development, a language difference, or a disorder? Ask what evidence supports the conclusion.
- Were both languages considered adequately? Find out how language exposure and proficiency affected the assessment.
- Does my child need speech therapy or additional testing? Ask why the recommendation was made.
- What should we focus on at home? Request one or two realistic activities rather than a long list.
- Should we continue using both languages? Discuss how the home language fits into the recommended plan.
- How will we measure progress? Ask what changes you should expect to see and how they will be tracked.
- When should we follow up? Find out whether another appointment is recommended and what concerns should prompt earlier contact.
You do not need to leave the appointment understanding every technical detail.
You should, however, feel comfortable explaining the main findings and knowing what happens next.
If something remains unclear, ask the clinician to explain it in everyday language.
Common Mistakes to Avoid After a Bilingual Speech Evaluation
An evaluation can provide direction, but a few common misunderstandings can make the next steps more difficult than necessary.
Stopping the home language
Some parents worry that continuing to speak two languages will make communication harder for a child with a speech or language disorder.
However, bilingualism itself does not cause language disorders.
Removing the home language can also reduce opportunities for children to communicate with family members who use that language most comfortably.
Unless there is a specific, well-supported reason for a different approach, families should generally continue using their home language.
Comparing your child only with monolingual children
Bilingual toddlers may distribute their vocabulary across two languages.
A child who knows some words in English and others in Spanish may appear to have a smaller vocabulary if someone counts only the English words.
This is one reason clinicians consider vocabulary and communication skills across languages.
If you are tracking vocabulary at home, our article on total vocabulary in bilingual toddlers explains why counting words across both languages can provide a more complete picture.
Expecting immediate improvement
If your child begins speech therapy, you may hope to notice a dramatic change within a few sessions.
But communication skills usually develop through repeated practice and interaction.
Some children make noticeable gains quickly. Others progress more gradually.
Instead of comparing your child’s progress with another child’s, look for changes in the specific skills identified during the evaluation.
Ask the SLP what a realistic pattern of improvement might look like for your child.
Treating the evaluation as a permanent label
An evaluation describes your child’s abilities and needs at a particular point in time.
It does not determine everything your child will be able to do in the future.
As your child grows, gains experience, and receives appropriate support, their communication skills may change.
The evaluation is a starting point for understanding and supporting development, not a prediction of your child’s future.
Final Thoughts
The period after a bilingual speech and language evaluation can feel uncertain, especially if you are waiting for a written report or deciding whether to begin therapy.
But you do not need to have every answer immediately.
What matters most is understanding what the evaluation found, why the clinician reached those conclusions, and what steps are recommended for your child.
If therapy is needed, ask for clear goals and a plan that respects your child’s language background. If therapy is not needed, continue providing meaningful opportunities to communicate and monitor development.
Above all, remember that being bilingual is not a problem that needs to be corrected.
Your child’s two languages are part of how they learn, communicate, and connect with the people around them.
The purpose of an evaluation is to make sure they have the support they need to do those things successfully.
Frequently Asked Questions
Will my child automatically need speech therapy after a bilingual evaluation?
No. A bilingual speech and language evaluation does not automatically lead to therapy.
The SLP may determine that your child’s communication is developing typically, that observed differences reflect bilingual language learning, or that additional monitoring is appropriate.
Therapy is recommended when the findings indicate a communication difficulty that would benefit from professional support.
What if I disagree with the evaluation results?
You can request a follow-up meeting to discuss the findings and ask how both languages were considered.
Share examples of how your child communicates at home, especially if their performance during the evaluation did not reflect their usual abilities.
You can also seek a second opinion from an SLP experienced in bilingual development.
If the evaluation was conducted through a public school, parents may have additional rights concerning independent educational evaluations under IDEA.
Should we stop speaking our home language if our child has a language disorder?
Generally, no.
A language disorder is not caused by exposure to two languages, and switching entirely to English does not automatically resolve communication difficulties.
Continue using the language or languages in which your family can communicate naturally and meaningfully.
Ask your child’s SLP how to support therapy goals within your family’s language routines.
How long does it take to receive the evaluation report?
The timeline depends on the clinic, school, or evaluation provider.
Some clinicians provide a written report relatively soon after the appointment, while more complex assessments may require additional analysis.
Ask when the report will be available and whether you can receive a preliminary summary if you need to coordinate services.
What happens if the evaluation is inconclusive?
The SLP may recommend additional observations, language sampling, hearing testing, or another assessment after a period of monitoring.
An inconclusive result does not automatically mean your child has a disorder.
It means more information is needed to understand their communication abilities accurately.
Can my child become fluent in both languages after receiving speech therapy?
Yes, many children with speech or language disorders develop meaningful skills in two languages, although outcomes vary depending on the child’s individual needs and experiences.
Speech therapy does not mean your family must abandon bilingualism.
Consistent language opportunities, appropriate support, and realistic expectations can help your child continue developing communication skills in both languages.