The purpose of this study is to investigate the use of language portraits as a tool for longitudinally investigating the changes in children's language awareness within a project that combines and implements translanguaging pedagogy and pluralistic approaches in an Italian primary and middle school (from Grade 1 to 8) with a high percentage of immigrant students. The language portraits produced by 71 children (between 9 and 12 years old) before and after their exposure to multilingual pedagogies were analysed using NVivo R1 in order to identify recurring patterns and differences. After engaging in multilingual activities, the emergent bilingual children whose first language portraits did not include their home languages decided to represent them. The majority of the children in the second language portrait also represent the languages spoken by their peers, indicating the recognition of the collective linguistic repertoire, as a result of the implementation of multilingual pedagogies.

本研究的目的是调查在意大利中小学（从一年级到八年级）结合和实施跨语言教学法和多元化方法的项目中，使用语言肖像作为纵向调查儿童语言意识变化的工具。 ）移民学生比例很高。使用 NVivo R1 分析了 71 名儿童（9 至 12 岁）接触多语言教学前后的语言肖像，以识别重复出现的模式和差异。在参与多语言活动后，那些第一语言肖像中不包含母语的新兴双语儿童决定代表他们。第二语言肖像中的大多数儿童也代表同龄人所使用的语言，这表明由于实施多语言教学法，对集体语言库的认可。