Abstract Social representations have a deep impact on how societal multilingualism, individual plurilingualism, and plurisemiotic resources are described, reported, and accepted. Traditionally, two perceptions of the relationship between languages in plurilingual minds have been prevalent: the juxtaposed and the interdependent representation. A third perspective has recently emerged, reporting more dynamic and plurisemiotic communicative practices. We will analyze the most frequent patterns children use to represent their linguistic resources through visual narratives and how these representations fit into those perspectives. Our analysis evinces the dominance of more traditional representations of plurilingual resources as the sum of features from several clearly separated languages. However, some productions already point out at more supple and flexible possibilities of arranging linguistic resources. Finally, we provide some clues about the development of linguistic curricula designed for plurilingual children engaged in Heritage Language classes, and we discuss epistemological issues regarding the analysis of multimodal plurilingualism and complex plurilingual practices.

中文翻译：

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描绘多语种自我：儿童如何描绘他们的多语种资源

摘要 社会表征对社会多语言、个体多语言和多符号资源的描述、报告和接受方式有着深远的影响。传统上，多语言思维中对语言之间关系的两种看法很普遍：并列表示和相互依赖表示。最近出现了第三种观点，报告了更具活力和多符号的交流实践。我们将分析儿童通过视觉叙述来表示他们的语言资源的最常见模式，以及这些表示如何适应这些观点。我们的分析表明，多语言资源的更传统表示作为来自几种明显分离的语言的特征的总和占主导地位。然而，一些作品已经指出了安排语言资源的更灵活和灵活的可能性。最后，我们为从事传统语言课程的多语儿童设计的语言课程的发展提供了一些线索，并讨论了有关多模态多语现象和复杂多语实践分析的认识论问题。