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In order to improve instruction for bilingual students with specific language impairment, this study asks the question, How can an ESL teacher and a Speech/Language clinician collaborate to serve a bilingual child with a language impairment? To answer the research question, a bilingual, language impaired research subject was located. He was observed within his Speech/Language pathology lessons and his ESL classroom. A series of remediation techniques were developed and implemented, and then the student's performance on pre- and post-tests were compared to determine if improvements were made. The results of this study showed that in the case of a single research subject, techniques such as onomatopoetic/kinesthetic devices, carrier phrases, and deriving-meaning-from-context lessons appeared to improve the student's acquisition of target vocabulary. This study also found that in many instances ESL teachers and Speech/Language clinicians do not collaborate to serve students.