Abstract
This article argues that children gain access to an enhanced range of communicative resources through familiarity with more than one writing system. Different scripts can be seen as different modes, giving rise to a variety of potentials for meaning-making. In case-studies of children’s responses to learning Chinese, Arabic or Spanish as well as English at the age of six, they were found to be exploring these potentials in terms of symbol design, spatial framing and directionality. A multimodal analysis shows how children can build up ‘embodied knowledges’ as they construct different visual and actional dispositions through the bilingual script-learning experience. Such flexibility is likely to be an asset in a world that makes increasing use of multilingual and multimodal communication.