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This article investigates the educational trajectories of young multilingual learners in Germany. Drawing on  previous ethnographic research in a primary bilingual German-Italian Two-Way-Immersion classroom, this study  examines the continuity and fragmentation of multilingual learning as they occur in the transition from primary to  secondary education. Scrutinizing conditions and ideologies which underlie these processes, I argue that, in this  context, multilingualism as an educational resource undergoes a fundamental meaning shift. While in primary  school multilingualism is valued as capital for social inclusion, permitting the emergence of a temporary,  spatio-temporally confined bilingual community of practice (Budach 2009), secondary education emphasizes  multilingualism as a form of capital for social mobility and individual distinction, which undermines the conditions  for a joint multilingual endeavor. The paper demonstrates how multilingual learners cope with this educational and  societal imperative, locating their own position and navigating educational options available to them.

Educational trajectories at the crossroads: The making and unmaking of multilingual communities of learners