The article presents a description of social representations of foreign language teachers at a university in the southern part of Colombia regarding the phonoaudiologist’s intervention at their workplace. By applying a semi-structured interview, we sought to know the collective imagination of the participants with regard to the phonoaudiology, foreign language teaching and learning, and the relationship between the first and second one. It was found that the participants ́ knowledge about phonoaudiology was fragmented and diffuse, but most of them responded that phonoaudiologists are required as a support for teachers ́ work. Results also showed that difficulties teachers report in the area of foreign language teaching and learning have relations with the professional phonoaudiologist ́s intervention, but sometimes, teachers do not recognize them at all. As a result, it is necessary to think about the formation of the speech and language therapist as a staff support in contexts of foreign language teaching.