The increasing number of children with different mother tongue (OMJ) in Slovak primary schools places increased demands on the use of diagnostic tools that are sensitive to the linguistic-communicative needs of this group of children. The study aimed to map the availability and possibilities of using diagnostic tools that are currently used in Slovak educational settings to assess the speech development of children with OMJ in the primary school level 1. The chosen methodological strategy was a qualitative content analysis of selected diagnostic tools, including professional resources, methodologies and standardized tests. The selection of diagnostic tools takes into account the criterion of suitability of their application when working with children whose mother tongue differs from the main language of instruction in Slovak kindergartens. In particular, the instruments designed to assess the phonological, lexical-semantic, morphosyntactic and pragmatic levels of speech were analysed. Emphasis was also placed on the linguistic and cultural adaptability of the tools, as well as their usability in the context of heterogeneous class collectives. The results showed the prevalence of instruments designed for the child population of native speakers of the Slovak language and the lack of validated diagnostic instruments specifically designed for children speaking OMJ. The exceptions are adapted international tools, which, however, are not systematically implemented in practice. Pedagogical practice thus requires not only more precise tools, but also systematic training of teachers and professionals in intercultural and linguistic sensitivity.

Keywords: Child with a different mother tongue, language skills, diagnostic tools, inclusive education, content analysis.