Abstract

This study explores how adult immigrants represent and position their mother tongue/heritage language (L1/HL) within their linguistic repertoires, adopting a heteroglossic perspective on bilingualism and situating the analysis within the autobiographical approach to language education. The research was conducted within the G.U.L.P. project in Naples and is based on a corpus of 268 language portraits produced by learners of Italian as a second language, complemented by oral presentations. Data were analyzed through an integrated quantitative and qualitative methodology, focusing on the spatial distribution of languages in the portraits and on the thematic content of the accompanying presentations. The results show that the L1/HL is most frequently positioned in cognitively and affectively salient areas, particularly the head and the heart, reflecting both rational and emotional conceptualizations of language. While no substantial differences emerge across biographical variables, some tendencies can be observed, including a greater association of the heart with female participants and variation across national groups. Overall, the findings highlight the central role of the L1/HL in learners’ self-representations and confirm the value of the language portrait as a tool for investigating linguistic repertoires and supporting the recognition of plurilingual identities in education, also with adult immigrants.

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