This article, grounded in sociolinguistics, examines the identity building, language transmission and educational strategies of immigrant d/Deaf multilingual learners (IDML). The scientific literature mainly focuses on a single pair of languages -- the national spoken language and the national signed one. For example, Deaf Studies traditionally analyse the situation of the White Deaf user of English and American Sign Language (ASL). A major change has recently occurred with the emergence of multilingual, multicultural and inclusive Deaf Studies. At the same time, professionals and members of the school community regularly have to face the increasing diversity of d/Deaf students' profiles. Qualitative data were collected on an IDML cohort residing in and attending primary or secondary schools in France from families who use a spoken or signed language other than French or French Sign Language (LSF) at home. The main results reveal how the building of d/Deaf identity depends on linguistic and cultural transmission within families and to what extent the diversity of IDML is considered in educational strategies at school. The goal of the present paper is to stress the urgent need for this new and crucial research area on IDML to be developed in the French context and beyond.