ABSTRACT
This contribution examines how the diverse language resources that teachers and learners bring to the classroom can support the process of language learning. It draws on a range of linguistic ethnographic data collected at a French language course that was attended mostly by Syrian and Iraqi refugees in Luxembourg. Drawing on the analysis of multilingual interactional practices, the article sheds light on some of the opportunities for learning that emerged as a result of translation, translanguaging and receptive multilingualism. It discusses the relevance of these practices for building a repertoire of resources that enables forced migrants to communicate in multilingual contexts such as Luxembourg.
