BILINGUALISM AND SPEECH DISORDERS IN PRESCHOOL CHILDREN: CHALLENGES IN DIAGNOSIS AND SPEECH-LANGUAGE INTERVENTION

Bilingualism is common in early childhood, yet diagnosing speech and language disorders in bilingual preschool children remains challenging. Differences in language exposure, proficiency, and communication environments may complicate the distinction between typical bilingual development and language impairment. This article examines diagnostic challenges and approaches to speech-language intervention for bilingual preschool children. The study uses theoretical analysis of scientific literature, comparative analysis, and theoretical generalization. The review focuses on distinguishing language differences from disorders, assessing abilities across languages, narrative assessment, and intervention practices. The analysis indicates that assessment should consider children’s language experience, abilities in both languages, and everyday communication contexts rather than rely on a single-language evaluation. The literature emphasizes individualized intervention, attention to the child’s linguistic background, and cooperation among speech-language therapists, families, and preschool educators. Bilingualism itself should not be regarded as a cause of language disorder. Further research on Uzbek-Russian bilingual preschoolers may inform appropriate assessment and support.