ABSTRACT
This chapter explains how two children, in three distinct pre-primary settings, develop emergent literacy in Korean, French and English. The central focus of it is eliciting children's attitudes, perceptions and interpretations of their trilingual/tri-literate world, and how this impacts on their 'language identity' with its linguistic, affective and heritable elements. The chapter argues that this scenario sets the foundations for maintaining trilingualism, continuing triliteracy and developing a confident multilingual identity. For the purpose of it, interviews, drawings and symbolic objects were analysed and coded for thematic references to person, place and experience, which constitute the three main themes that bind plurilingual and pluriliteracy practices. The chapter underscores the fundamental role of parents and teachers in the children's journey to trilingualism and triliteracy and proposes some recommendations for sustaining their developing language repertoire. It describes a part of a wider doctoral thesis that aims to examine children's perceptions of identity across diverse learning contexts.
