EN This paper presents a holistic model for multilingualism in education (Duarte, 2017), which combines different approaches to teaching and knowledge and places them in a continuum-from the acknowledgement of different languages to their actual use as a language of instruction. The model addresses attitudes, knowledge, and skills related to the multilingualism of both teachers and students (Herzog-Punzenberger, Le Pichon-Vorstman, & Siarova, 2017) and is suitable for different school types and students (i.e., for both minority and migrant students). The model is tested in the northern Netherlands in a multilingual education project that combines different approaches to multilingual education for both migrant and minority learners. Through design-based interventions, teachers and researchers collaboratively develop multilingual activities in a bottom-up approach (i.e., based on questions from the schools involved). Some preliminary results from the project are presented, and the model's contribution to research on multilingual education is discussed.

The increasing occurrence of multilingualism in the educational sphere is challenging teachers to deal with the coexistence of different languages in the classroom. The present paper presents the analysis of language portraits as a tool to make students' multilingualism visible by using colours to represent their multilingual repertoires. Through a mixed methods design, our research analyses 570 language portraits and sociolinguistic surveys, as well as 21 semi-structured interviews with children aged 6 to 13 in order to investigate the ways in which pupils represent and reflect upon their multilingual repertoires. Using a qualitative content analysis, we have classified the most common patterns within pupils' choices of colours and placement of languages on their portraits, later analysed through a semiotic approach. Results show three recurring patterns of colour choices: colours of national flags, associations with life experiences, and associations with feelings. As for language placement, results show two recurring patterns: structuring languages according to linguistic skills, and according to body functions. The analysis also revealed a tendency among participants of representing their languages through a "monolingual lens" (García and Flores) and draws implications for the implementation of multilingual education.

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