Récits plurilingues : de la (auto)biographie langagière à l’autobiographie interculturelle. Education et sociétés plurilingues, 59, 11-21.

This article analyses thirty-five linguistic biographies published in Éducation et Sociétés Plurilingues between 1996 and 2025. The study highlights three main functions of these narratives: introspective, as a self-narrative and identity building; social, as a collective tool for acknowledging multilingual repertoires; pedagogical, as an innovative resource for plurilingual education. The final discussion shows that these accounts are now evolving towards an intercultural autobiography, integrating experiences of mobility, civic engagement and the valorization of all, including family and regional, languages.