Bilingual Literacy for Learners with Intellectual Disabilities: An Intersectional Position

Equitable literacy for learners with Intellectual Disabilities (ID) who are bilingual is often hindered by monolingual frameworks. This paper presents bilingual literacy as a right and a practical means to participation, rather than an optional addition. Using the Maltese context alongside international research, the paper compiles evidence on effective literacy practices for bilingual learners with ID. It reframes them through an intersectional perspective that acknowledges how disability, language, culture, and schooling systems should jointly create opportunities. The author translates this perspective into design principles for classroom practice and system leadership, highlighting common contextual difficulties, limited protected planning time, unclear language-of-instruction policies, and inconsistent preparation for bilingual, disability-responsive teaching. The author proposes solutions grounded in intersectional competence. In conclusion, a research agenda is proposed to test and expand intersectionally positioned biliteracy approaches.