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.
Funding statement: This work is sponsored by FCT/MEC through national funds (PIDDAC) and co-sponsored by FEDER through COMPETE – Programa Operacional Fatores de Competitividade within the PEst-C/CED/UI0194/2013 project.
Acknowledgements
We would like to thank the Portuguese Embassy in Berlin and Instituto Camões for giving us all the support to develop this study. We would also like to express our gratitude to all the teachers, pupils and students who collaborated in this project.
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