Following a pre-pilot of the program, the intervention was held at a local school that welcomed a large number of Syrian refugees. The project focused on a group of six children who spoke Arabic as their first language, and were learning French, which was the language of schooling. In this group, three children who were Syrian refugees participated in the research project. This study employed quantitative measures, interviews, and observation. The participating children were assessed on well-being, including emotional regulation, via a questionnaire and interviews with parents and the intervention teachers. To assess children’s language development, observations and language sampling provided the primary data, while receptive vocabulary tests in French and Arabic were administered before the first intervention session and after the last session. The first and last intervention sessions were audio recorded and transcribed for: language spoken, speaker’s role (initiator or respondent), number of utterances, quality of utterances (single- or multi-word; word(s) taught or spontaneous), and the pragmatic function of turns (e.g., to achieve instrumental goal, comment on environment, interact socially, signal lack of understanding).