CASLT Event 
Description
Every learner can thrive in an additional language (L+) classroom when instruction and systems are designed with diverse needs in mind. To create equitable learning environments, educators first need a deep understanding of the different paths learners may take on their journey to acquiring an L+.
This foundational session will explore what language learning looks like for learners with exceptionalities in L+ contexts. Participants will examine intersections between inclusive education and L+ pedagogies while identifying and reflecting on the systemic barriers that can limit access to meaningful language learning opportunities. By the end of the session, participants will leave with a stronger understanding of learner diversity, as well as more informed expectations for the language learning trajectories of students with exceptionalities. This will lay the groundwork for future sessions that will delve into practical strategies and supports for fostering more inclusive and empowering language classrooms.
This webinar is part of CASLT’s Success for All project, a series dedicated to supporting language educators in fostering inclusive learning environments. Between December 2025 and May 2026, this four-part webinar series will explore key topics such as understanding diverse learner needs and barriers to language learning, inclusive strategies for classrooms and whole schools, and practical classroom methods and resources.
The project defines “learners with exceptionalities” as learners who may require specialized support and accommodations due to behavioural, communicative, physical, and/or intellectual exceptionalities. Our definition is intentionally broad and inclusive, recognizing that terminology in this field evolves and that individual preferences may differ. We strive to use respectful language that promotes dignity, equity, and belonging for all learners, and we welcome feedback as our shared understanding continues to develop.
Time & Date
February 2, 2026
7:00 p.m. - 8:15 p.m. EST
Location
Zoom
Presenter
Associate Professor, Carleton University
Tamara Sorenson Duncan
Tamara Sorenson Duncan is an associate professor at Carleton University. Her research focuses on bilingual development in diverse populations. To date, this work has included children from immigrant and refugee backgrounds, children with developmental language disorder, and children with autism spectrum disorder. She is a co-author of numerous publications, including “Academic Achievement in English: Minority Home Language Students in Early French Immersion” (in press) and “How does maternal education influence the linguistic environment supporting bilingual development in child L2 learners of English?” (2020). Tamara has led popular workshops such as “Bilingualism and students with ASD: A world with possibilities” (a webinar for Atlantic Provinces Special Education Authority) and “Language development in children from immigrant and refugee backgrounds: What does it look like and why does it matter?” (a webinar for Speech-Language & Audiology Canada). Tamara was also interviewed by CASLT as part of the Languages Build video series.
