ABSTRACT
This chapter explores the theme of embodied research methods by considering the language portrait (LP) as a multilingual activator. The work explores the Sorgente project’s first research question: How can embodied research methods be used effectively in arts-based educational research within the context of the study? The use of LPs with two groups of young refugees is examined as a performative approach for understanding both language acquisition processes and the motivation to learn additional languages. In the field of education, the LP was originally conceived of as a language awareness exercise, but it is now increasingly applied as a research tool for investigating how speakers embody their language repertoires. In the Sorgente project, artistic work with LPs was combined with interviews to provide vital insights into the linguistic repertoires, resources and experiences of a group of refugee adolescents. An analysis of their interactions with LPs revealed not only that they were able to reflect critically on their present language attitudes, preferences and competences, but also that they were highly motivated to develop their second language (L2) skills in the context of multilingual education.
