This longitudinal quantitative study examines the first and second language vocabulary development of prekindergarten students enrolled in an inclusive foreign language exploratory (FLEX) program. The FLEX program, framed by the Cognitive Retroactive Hypothesis of cross‐linguistic transfer, is situated in a context where students with special needs are fully included in all academic activities. Data were collected over 2 years from 60 students in the form of standardized tests and classroom tests of first and second language vocabulary. Results indicate that all students showed evidence of learning second language vocabulary, although students with special needs scored lower than their peers. Furthermore, all participants showed evidence of first language vocabulary increases contradicting assumptions that foreign language exposure may cause interference with the first language for special needs students. Implications include discussion of the least restrictive environment for students with special needs by questioning deficiency‐centered decisions about foreign language exemptions.

中文翻译：

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将例外作为例外而不是规则：将所有学生纳入外语教育

这项纵向定量研究考察了参加包容性外语探索（FLEX）计划的学前班学生的第一和第二语言词汇发展。FLEX课程以跨语言转换的认知追溯假说为框架，其背景是在所有学术活动中充分考虑有特殊需要的学生。在过去2年中，从60名学生那里收集了数据，其中包括第一语言和第二语言词汇的标准化测试和课堂测试。结果表明，尽管有特殊需要的学生得分低于同龄人，但所有学生都显示出学习第二语言词汇的证据。此外，所有参与者均显示母语的词汇量增加的证据，这与外语接触可能会干扰特殊需要学生的母语产生的假设相矛盾。含义包括通过质疑以缺陷为中心的关于外语豁免的决定，来讨论对有特殊需求的学生的限制性最小的环境。