INT J LANG COMMUN DISORD, XXXX 2020, VOL. 00, NO. 0, 1–17 Research Report Supporting language development in Lebanese preschools: SLT and pre-KT practice and perception of roles Edith Kouba Hreich†‡ , Camille Moitel Messarra†‡ , Trecy Martinez-Perez‡, Sami Richa§ and Christelle Maillart‡ †Higher Institute of Speech and Language Therapy, Saint Joseph University of Beirut, Beirut, Lebanon ‡Research Unit on Childhood, University of Liège, Liege, Belgium §Faculty of Medicine, Saint Joseph University of Beirut, Beirut, Lebanon (Received October 2019; accepted September 2020) Abstract Background: Speech and language therapists (SLTs) are increasingly engaging in school-based interventions target- ing children with language difficulties. Collaborative work between teachers and SLTs has shown to be beneficial in fostering language development in all children. Both groups of professionals have different but complementary roles in offering language support, according to children’s needs. Effective collaboration between SLTs and teachers requires both parties to understand their roles and practices in schools. However, little is known about language support practices in Lebanese preschools and the roles of SLTs in these contexts. Aims: (1) To explore the perceptions and reported practices among preschool teachers (pre-KTs) to support lan- guage development; (2) to investigate the current practices of SLTs in preschools; and (3) to understand pre-KTs’ and SLTs’ perceptions of the SLTs’ role in Lebanese preschools. Method & Procedures: Using a quantitative method, the study reports the results of two questionnaires (one for pre-KTs and one for SLTs) that were developed based on a review of the academic literature and adapted to the contextual realities. Questionnaires were completed in hard or soft copy by pre-KTs and through an online survey by SLTs. Outcomes & Results: The questionnaires were completed by 1259 out of 1442 pre-KTs from 175 Lebanese preschools, and by 200 out of 391 SLTs from across Lebanon. First, the findings show that both professional groups recognize they have a role in supporting language development. Second, differences in reported practices were identified regarding language strategies for children with communication needs. In particular, pre-KTs re- ported less use of specific language strategies targeting children with language difficulties, while SLTs reported that their practices in schools remain primarily focused on children with communication needs. Finally, the analysis of perceptions showed a lack of acknowledgement of the SLTs’ role in the prevention of communication and language disorders among all children. Conclusions & Implications: This study provides an overview of the perceptions and reported practices of lan- guage development support in Lebanese preschools. The majority of SLTs and pre-KTs acknowledge their role in supporting language development. However, the slight differences in perceptions of SLT roles in prevention in- terventions highlight the necessity for SLTs to promote their active involvement in services targeting all children. Future research will investigate how SLTs are beginning to reconceptualize their role in intervention for preschool children. This will help to better define SLTs’ roles and responsibilities in educational settings and foster effective professional collaboration. Keywords: language practices, perceptions, preschool teachers, prevention, speech and language therapists, Lebanon. What this paper adds What is already known on the subject • Collaboration between teachers and SLTs has been shown to be beneficial in supporting language among all children. The way SLTs and pre-KTs view each other’s roles could result in more effective professional Address correspondence to: Edith Kouba Hreich, Higher Institute of Speech and Language Therapy, Saint-Joseph University of Beirut, PO Box 11-5 Riad El-Solh, Damascus Street, Beirut, Lebanon; email: edith.koubaelhreich@usj.edu.lb International Journal of Language & Communication Disorders ISSN 1368-2822 print/ISSN 1460-6984 online © 2020 Royal College of Speech and Language Therapists DOI: 10.1111/1460-6984.12576