7

Schools are key interaction sites in which multiple trajectories of students from diverse backgrounds coalesce. This article presents linguistic portraits of Grade 10 students in an international French school in Canada, using arts-informed methods as a biographical approach to capture student representation. The overall research endeavors to understand how students make sense of their diverse pathways and of schooling in contexts of significant regional, international and transnational mobility and how institutions define migrant students. Multilingualism and family connectedness to the global world are key features in student portraits. The article also briefly presents emerging themes from the early stage of this research. It will be argued that mobility, understood in school settings, evokes a renewed questioning on students’ experience of schooling and the (re)production of inequities.