Abstract

Multilingual practices such as codeswitching, while commonplace amongst multilingual speakers, are not always seen in a positive light, especially when they are used by children. Using data from British Chinese children in complementary schools, this talk aims to examine children’s multilingual practices from the point of creativity and criticality. Creativity is defined here as the ability to choose between following and flouting the rules and norms of behaviour, including the use of language; pushing and breaking the boundaries between the old and the new, the conventional and original, and the acceptable and the challenging. Criticality refers to an ability to use evidence appropriately, systematically and insightfully to inform considered views of cultural, social and linguistic phenomena, to question and problematize received wisdom, and to express views adequately through reasoned responses to situations. The two concepts are intrinsically linked. Theoretical as well as policy implications of looking at multilingual practices from the perspective of creativity and criticality will be discussed.