Despite the increasing body of scholarship on multilingual children, little insight has been provided about what researchers need to consider when documenting and exploring young children’s multilingual experiences. In this essay, I engage in a reflective account of designing and employing child-centered interview activities (i.e., drawing, mind mapping, and self-portraits) and discuss opportunities, dilemmas, and challenges I encountered during the process. More specifically, I emphasize three actions that researchers, in and outside of the education research community, need to take in order to make research with multilingual children more child-centered and linguistically responsive: (1) positioning children as multilingual and transnational experts; (2) building on children’s multilingual repertoires; and (3) valuing multiple means of expression and centering children’s agency. This article makes a meaningful contribution to the field of education by discussing ways to centralize young children’s voices and experiences.

尽管关于多语种儿童的奖学金越来越多，但对于研究人员在记录和探索幼儿的多语种经历时需要考虑的内容，几乎没有提供任何见解。在这篇文章中，我对设计和采用以儿童为中心的访谈活动（即绘画、思维导图和自画像）进行了反思，并讨论了我在此过程中遇到的机遇、困境和挑战。更具体地讲，我要强调的三个动作，研究人员，在与教育研究界之外，需要采取以使研究与多语言儿童更以儿童为中心，对语言反应灵敏：(1) 将儿童定位为多语言和跨国专家；(2) 以儿童的多语言曲目为基础；（3）重视多种表达方式，以儿童能动性为中心。本文通过讨论将幼儿的声音和经验集中起来的方法，对教育领域做出了有意义的贡献。