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This inquiry presents portraits of two Greek adults’ perceptions of growing up as ‘Bill 101’ trilinguals in Montreal. This urban space is a unique location to understand how Allophone students take up or revise their subject positions in becoming and being trilingual. Bakhtin’s dialogic theory and Bourdieu’s theory of capital provide a conceptual frame to understand their perceptions of the role of particular resources in their trilingualism and the social, cultural and political meanings they attach to them. Participants constructed their trilingual identities through their daily interactions within diverse social networks of parents, relatives, teachers and peers within home, school and work.
