In this chapter, I explore how a young child reconfigures her bilingual knowledge of written language when she moves it across modes during play. I consider what we can learn about young children’s meaning-making in general and their multilingual literacy in particular by taking an up-close look at the process of synaesthesia as it takes place during play. I begin by examining some of the ideas associated with synaesthesia in the context of children’s multimodal meaning-making.