There are no standardized tests of language development that have been normed for the Singapore population. Given the extreme multilingualism of the population, and the fact that the local variety of English is significantly different from Standard English, this presents considerable problems in the assessment of paediatric cases. Speech-language therapists in Singapore develop a variety of strategies including the use of tests standardized elsewhere, and assessments based on seat-of-the pants experience. The unsatisfactory nature of these compromises can be distressing. The authors have been attempting to develop more realistic norms for acquisition of language in Singapore, beginning with the acquisition of English, by (a) adapting the PRO-ED Speech and Language Development Chart (Gard et al., 1993, 2nd edn) by incorporating findings of research on the acquisition of Singapore English and the intuitions of experienced therapists and (b) beginning the norming of Renfrew's Bus Story on a sample of children aged 4–6. The chart reflects the need to recognize the different pattern of acquisition of syntax and morphology in the local variety of English, and the importance of recognizing local cultural factors. The use of the Bus Story appears to be useful after one year of education, although low scores may result from insufficient exposure to English, from educational problems, or from speech-language problems.