• Language as a resource, in contrast to language as a problem or right, take shape here through the way the student in focus deliberately uses the space given to express, claim, manifest and negotiate identities. The case of Jirka, expressing different identities through the writing process, shows the resources that students’ diverse backgrounds constitute, particularly the multilingual resources they bring to school. • In this case multilingual practices in classrooms make the nexus of power relations visible and make them open for discussion and change. The case presented here supports Cummins’ (2017) claims that teachers’ active choices may challenge coercive power relations and be of particular importance for students who run the risk of being exposed to marginalization or stigmatization. • In this case, the support from the school administration through different development projects, was crucial for the changes that took place regarding policies on a school level and for teacher-initiated changes on a classroom level. • Through this case, practices on a classroom level that were a result of changed language policies on a school level become visible, and also how these practices opened up spaces enabling students to use their varied linguistic resources for learning. By investing their identities, Jirka and his classmates engaged in developing their minds, in collaboration with peers and teachers, in classrooms that were open for students’ experiences, including their diverse linguistic recourses.
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