‘To be multilingual means … ’: exploring a participatory approach to multilingual identity with schoolchildren^†

This article presents an innovative way to engage schoolchildren in discussions on multilingualism and multilingual identity using research data they helped generate. Adopting exploratory, participatory approach research, our study uses digital visualisations interactive sessions aimed at engaging lower secondary students formation negotiation. The paper starts with a contextualisation of language learning Norwegian education the contributions relevant field. Next, we discuss epistemological pedagogical implications its integration within general mixed methods framework Ungspråk project, three-year that investigates different aspects schools. then focuses development main tools used sessions: based from online questionnaire previously answered by participants. Particular attention is paid design visuals promoting students’ engagement autonomy interpreting findings. concludes discussion findings which participants engaged reflections via interaction visuals, researchers their peers.