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  • 9 - Children’s Perception of Their Multilingualism

  • from Part Two - Cognition and Faculties in Multilinguals
  • Edited by Anat Stavans, Ulrike Jessner, Leopold-Franzens-Universität Innsbruck, Austria
  • Book:
    The Cambridge Handbook of Childhood Multilingualism
    Published online:
    18 August 2022
    Print publication:
    25 August 2022, pp 215-234

  • Summary

    This chapter deals with how children reflect upon their linguistic repertoire, their language use and their lived experience of language. It draws on art-based approaches, mainly on the presentation and discussion of children’s language portraits. Language portraits have been employed for many years in educational settings as language awareness activities, as well as in research on multilingualism, calling on multilinguals to visualize their linguistic repertoire by coloring in the template of an empty body silhouette and to comment on their drawing. A close reading of language portraits produced in different workshops by children 6 to 11 years old shows that they perceive their multilingual repertoires less in terms of competences that they ‘have’ than in terms of ‘doing’ things with language, on being able to relate with others and position themselves with regard to established, sometimes competing language ideologies present in their immediate environment.