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In this study, I explore how multilingual children in Canada harness translanguaging to express and negotiate their evolving identities. This research, which centres on five Iranian-Canadian minors and one of their parents from three provinces, employs a multiple-case study design and utilises linguistic (interviews, questionnaires, writings) and non-linguistic (drawings) methods to examine language use and identity negotiation. The findings indicate translanguaging as a driver for empowerment, enabling minors to navigate their linguistic and cultural environments. This practice enriches communication and influences their identities, moulded by family dynamics, socio-economic status, and educational policies. Family and institutional support also shape multilingual identities. Moreover, the research illustrates how translanguaging can challenge monoglossic norms and build pluralistic identity among multilingual minors. Limitations arise from children’s cognitive and emotional capacities and the socio-economic context of the sample. This work advances our understanding of translanguaging’s impact on Canadian education and emphasises the significance of recognising and employing linguistic diversity in pedagogy.
Ahmad Zirak Ghazani (Tue,) studied this question.