Guidelines for writing assessments of the English language skills of minority, bilingual, preschool and elementary school children are presented for monolingual speech-language pathologists. In addition, a project (Project Communicate) providing direct client services and training of speech-language pathologists is briefly described. With regard to the assessment of children from culturally and linguistically diverse backgrounds, the following information approaches are suggested for the monolingual clinician's report: 1) identifying the language spoken at home and the length of time the child has been in the English-speaking environment; 2) evaluating the child in his/her native language, using other bilingual staff if necessary; 3) including descriptive information about the child's second language performance; 4) specifying the type of services recommended in the child's second language, such as speech and language therapy. Examples of acceptable and unacceptable ways to describe a child's testing performance are also provided. The following objectives of Project Communicate are outlined: to provide training for graduate students in speech and language pathology; to provide speech, language, and hearing services to minority bilingual preschool and elementary school children; to instruct teachers of preschool children about speech and language development and disorders; to recruit bilingual students for graduate study in speech-language pathology; and to initiate research projects. (SEW)