Original ArticlesLanguage Sample Analysis With Bilingual Children Translating Research to PracticeEbert, Kerry DanahyAuthor Information Department of Speech-Language-Hearing Sciences, University of Minnesota, Minneapolis. Corresponding Author: Kerry Danahy Ebert, PhD, CCC-SLP, Department of Speech-Language-Hearing Sciences, University of Minnesota, 115 Shevlin Hall, 164 Pillsbury Dr SE, Minneapolis, MN 55455 (email@example.com). The author has indicated that she has no financial and no nonfinancial relationships to disclose. Topics in Language Disorders: April/June 2020 - Volume 40 - Issue 2 - p 182-201 doi: 10.1097/TLD.0000000000000209 Buy Metrics Abstract Language sample analysis (LSA) has been called the “gold standard” for clinical language assessment with children learning more than one language. The research literature discussing this clinical tool with bilingual children has grown substantially in recent years. This article reviews and synthesizes the literature on LSA in order to provide guidance for clinicians seeking to utilize this tool with bilingual children. The focus is on oral narrative language samples, reflecting the currently available literature. The article reviews procedural considerations in eliciting and coding narratives with bilingual children and considers the evidence of effectiveness for different assessment purposes such as the identification of language disorders and the documentation of dual-language growth over time. Research findings are translated to clinical scenarios. Finally, gaps in the literature are identified. © 2020 Wolters Kluwer Health, Inc. All rights reserved.