Autistic Students in Multilingual Classrooms: A Mixed-Methods Comparison of Canadian Immersion and Lithuanian Bilingual Settings

Abstract

Multilingual classrooms are increasingly common, yet little is known about how they shape participation and executive function for students with autism spectrum disorder (ASD). This mixed-methods study compared 96 children aged 7-10 in three French immersion schools in Winnipeg, Canada, and three multilingual schools in Lithuania, including 34 students with ASD. Standardized measures of executive function (BRIEF-2) and receptive vocabulary (EVIP/PPVT), structured classroom observations, and teacher and parent surveys and interviews were analyzed concurrently. Across contexts, predictable routines and visual schedules were associated with higher working-memory and inhibition scores on the BRIEF-2 and with increased on-task engagement. In Winnipeg, high-fidelity French immersion combined with consistent visual supports yielded the largest vocabulary gains on the EVIP for autistic students. In Lithuania, flexible translanguaging and teacher-supported code-switching were linked to better emotional control ratings and smoother transitions between activities. Rather than opposing immersion and multilingual models, our findings highlight hybrid approaches that combine structure, sensory supports, and targeted flexibility in language use. Such designs appear to promote both participation and executive functioning for autistic learners in inclusive multilingual settings.