Some children were confident to speak in other languages, whilst others were initially nervous and quiet (one child explaining that although he spoke Arabic at home, he wasn’t used to doing this at school). The children reported that they liked learning about each other’s languages and spotting similarities between them. A Year 2 child said they had loved the project because they felt it had been their first opportunity to use their heritage language in school. Child-led talk in and about languages spilled over into other activities in school and at home. For example: during independent reading time, a trio of children (two of whom were multilingual) chose to read a favourite English counting book in Italian; children were noticed to be playing clapping games in other languages; one of the monolingual children began using an app to learn French at home. Because of the informal teacher-pupil talk during the project, we learnt much more about the children’s identities - I hadn’t previously been aware that three children in my class regularly spoke Turkish at playtime, for example.