This paper draws upon my six years of teaching French as the second or foreign languages as well as my academic experiences in the Master of Education program. Within the past six years, I have perceived the second language acquisition to be an enjoyable and pleasant journey for all my students similar to what I experienced as a child. However, having faced various learning styles and needs as well as the uncertainty of some parents about the placement of their children with learning disabilities in French Immersion, I gravitated to inquire more into the compatibility of this program for my at-risk students. The French Immersion program is suitable for the students with learning disabilities if they can be provided with proper support in positive and motivating learning environments, such as school and home. This knowledge would benefit the teachers and parents who need to be ensured that the inclusion of the students with learning difficulties in French Immersion is educationally sound. Through the analysis of different strategies and accommodations, this paper discusses how the students with learning disabilities and their families can address their concerns and avoid some challenges, such as transition to English-only programs after having built several years of connections and friendships and the associated social-emotional impacts. This paper also seeks to convey the message to the teachers that learning disability should not hinder language acquisition. The implications emerged from this awareness are that educators and parents can advocate for the students with learning disabilities through their collaborative efforts, so that they can have equitable access to learning French in supportive and inspirational learning environments.
