Despite the growing number of young bilinguals entering the school system in Switzerland, there is lack of appropriate speech and language assessment instruments. In this study we aimed to adapt and validate a promising Dynamic Assessment (DA) screening protocole (DAPPLE) for preschoolers with German as an additional language. Our main question was whether our adapted DA of vocabulary and phonology would better differentiate the skills of two groups of sequential bilinguals, with and without suspicion of language and/ or phonological disorder, compared to static tests. Furthermore, we attempted to validate this DA by exploring its associations with alternative external measures that have been validated with bilingual populations. Overall, our results confirmed our initial hypothesis: the DA generally differentiated more accurately the vocabulary and phonological skills of both groups compared to the used static tests. Also, as expected, most external measures were positively associated with our DA. Nonetheless, the findings of this small-scale, exploratory study, need to be further validated and replicated with larger samples.