ABSTRACT Translanguaging in reading activities in Early Childhood Education and Care (ECEC) can result in child engagement, language learning and the development of multilingual identities. Few studies have explored the engagement of very young children and languaging when they participate in activities with both educators and parents. The present study therefore investigates the ways in which educators in two daycare centres and parents jointly supported children when the parents read in the home language as well as the children’s engagement and interactions. The observational and interview data were collected in Luxembourg where a multilingual education policy is in place in ECEC. The findings show that the parents used the home language on its own or together with the instructional language which, in turn, resulted in different emotional and instructional support and impacted children’s engagement and interactions differently. While the opportunities to hear and speak a home language other than the institutional one resulted in most children performing their multilingual identities, children only engaged with content, interacted with the parent, educator and peers, and included them when the adults translanguaged. The findings suggest that children and parents can benefit from collaborative reading events when the adults draw on children’s multilingual repertoires.
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