Background: Research into the practices of speech-language therapists in clinical sessions is beginning to identify the way communication in clinical interactions both facilitates and potentially impedes the achievement of therapy goals. Aims: This target article aims to raise the issues that arise from critical reflections on the communication of speech-language therapists for both clinical practice and clinical education of future speech-language therapists. Methods & Procedures: The paper reviews the past and current literature into the communication of speech-language therapists with their clients and provide examples drawn from the authors' own empirical research. Outcomes & Results: It is argued that one cannot assume that the current rhetoric regarding collaborative practice matches what is currently done in clinical work. Conclusions: This paper calls attention to the need to evaluate critically the processes and nature of acculturation that occurs during the first stages of professional development as a student speech-language therapist through to the ongoing development of professional practice. [This document includes the following response papers: (1) "Reflections on Speech-Language Therapists Talk: Implications for Clinical Practice and Education" (Martin Cortazzi and Lixian Jin); (2) "SLT Talk and Practice Knowledge: A Response to Ferguson and Armstrong" (Margaret Freeman); (3) "Critical Reflection in Speech and Language Therapy: Research and Practice" (Simon Horton); (4) "'Festina Lente': A case for Making Haste Slowly in Reflective Practice. A Response to Ferguson and Armstrong" (Claire Penn); (5) Reflecting on Talk in Speech and Language Therapy: Some Contributions Using Conversation Analysis" (Ray Wilkinson). The document closes with: "Reflections: A Shared View" (Alison Ferguson and Elizabeth Armstrong). Each component of this article contains references.]