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This contribution reports on a qualitative study conducted with 14 young Chinese children enrolled in French immersion in Canada, to explore their multilingual practices, and their simultaneous acquisition of three writing systems. Drawings and in-depth interviews constituted creative and age appropriate narratives to understand children's experience of migration and multilingualism. We explored in particular how multilingual children creatively appropriate Chinese script, English and French for three purposes: (a) to gain voice and expertise; (b) to mediate their experience of migration and mobility; and (c) to reconstruct knowledge and negotiate new and multiple identities in their various socio-cultural settings, including both French and Chinese schools, families, local communities and the larger Anglophone society in Vancouver.
