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This ethnographic study investigated how Vietnamese immigrant children in Taiwan navigated multilingual contexts and how their families fostered multilingual literacy amidst structural barriers. Using translanguaging theory (García & Wei, Citation2014) as the primary framework and introducing the concept of emotional multilingualism (EM), the research involved six Vietnamese families in northern Taiwan through interviews, observations, and document analysis. Findings reveal children's active agency through three interconnected strategies: translanguaging as cognitive-emotional resource, strategic identity performance, and autonomous digital learning. They integrated Vietnamese, Mandarin, and English, employing EM to navigate affective states through a unitary linguistic repertoire. Children transformed linguistic stigma into cultural capital or practiced invisibility based on context, while digital platforms enabled autonomous heritage language (HL) development. However, gendered burdens, tokenistic implementation of Taiwan’s 2019 Southeast Asian language policy, and economic constraints led to ‘child-initiated linguistic sacrifice’, suppressing Vietnamese to ease family pressures. Simultaneously, families showed resilience through community cultural wealth and digital networks, viewing multilingualism as an investment. The study extends translanguaging theory by uncovering emotional and digital dimensions previously unexplored. This study sheds light on South-South migration and HL maintenance, advocating for robust policy implementation, teacher training, and translanguaging pedagogies to support multilingual competencies in superdiverse societies.
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