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The ‘multilingual turn’ has opened up a variety of creative, participatory methods for researchers and educators to explore language learners’ linguistic repertoires, language practices and resources, and linguistic experiences. In this article, we draw on data from the English as an additional language (EAL) secondary school classroom context where we use what we call ‘language trajectory grids’ to make visible EAL students’ English language learning experiences. The grid activity involves plotting learners’ emotions, practices, relationships, and life circumstances with their resources, practices and historical events onto a chronological grid. Using a narrative structure to make sense of learners’ grids and the ‘small stories’ (Barkhuizen, 2009) participants shared during the activity, we discuss the affordances of such devices in opening up space for teachers and learners to critically reflect on the complexities and vibrancy of contemporary multilingual language journeys; to recognize situational factors that influence dispositions towards language, language learning and identity; and as a powerful starting point for students and teachers to engage in ‘collaborative relations of power’.

Challenging discourses of deficit: Understanding the vibrancy and complexity of multilingualism through language trajectory grids