Background: Parents of children with developmental disabilities (DDs) are often advised against raising their child bilingual, despite evidence showing that bilingualism is achievable and beneficial for these children. Most of this prior research has focused on children with DDs learning a second language (L2) through bilingual programs. However, with rising international migration, many children with DDs now speak a first language (L1) different from their school’s language of instruction. Thus, these students also learn an L2 in mainstream schools that were not originally designed to be bilingual or for L2 acquisition.

Aims: This study aims to investigate the language profiles and experiences of primary school students with DDs attending French-language schools in Alberta. While these schools were originally designed for French L1 speakers who are growing up in a language minority context, now 50% of students come from immigrant backgrounds, speaking an L1 other than, or in addition to, French.

Method: Participants will include students with DDs aged 5–12 who speak a language in addition to French who are attending French-language schools. We will also include their parents, teachers, and speech-language pathologists (SLPs). The study will collect language samples in each student’s language. Additionally, we will conduct one-on-one semi-structured interviews, which will undergo thematic analysis with parents, teachers, SLPs and students to explore their experiences and the challenges and opportunities they face. We have received ethical approval from our university’s ethics board.

Results: Anticipated results are predicted to align with previous research that bilingualism is achievable and beneficial for children with DD despite some likely challenges specific to learning an additional language at a school not originally intended for L2 acquisition. Further, by working with the diverse school population of Albertan Francophone schools, we expect important cultural considerations about learning French as an L2 with a DD to also be revealed.

Conclusions: In sum, this study will enhance our current understanding of bilingual education for children with DDs by exploring crucial cultural and contextual factors that educators, SLPs, and parents should consider on this journey. Ultimately, it will better equip them with the tools to make evidence-based decisions and recommendations.

Implications for children and families: Whether or not you have a child with a developmental disability, this project will help advocate for and better support the inclusion of diverse students with DDs learning a second language at school.

Implications for practitioners: The findings will help you make evidence-based recommendations to parents regarding raising their child with a DD as bilingual, which also considers important cultural and contextual factors.

Key words: children’s voices, families’ voices, professionals’ voices, qualitative methods, quantitative methods, bilingualism, multilingualism, developmental disabilities, education

This presentation relates to the following United Nations Sustainable Development Goals:

• SDG 3: Good Health and Well-being
• SDG 4: Quality Education
• SDG 16: Peace and Justice Strong Institutions
• SDG 17: Partnerships to Achieve the Goals