It is explored how multilingual child language and literacy acquisition processes are faced, debated and plied by active co-creating language users themselves, adding to a language view as a set of social and spatial practices. Centering on a child's outlook of what it signifies to ‘know language’ can provide insight into the creative, intricate and dynamic processes of child active meaning making as regards language. Data stem from the project Tegn på Sprog (Signs of Language).