presented by NTAS. In relation to Group B, the selection criteria relate to the larger variety of indicators shown and age (the older ones), meaning that NTAS with seven and eight indicators of plurilingual experience were immediately selected. In the end, the 12 NTAS sample is composed of six individuals from Group A and other six from Group B, aged between 25 and 48, and concerning gender there are six men and six women (See Table 3). Table 3 – NTAS sample
Selection of the NTAS to be interview
NTAS 17 NTAS 57 NTAS 64 NTAS 69 NTAS 112 NTAS 115 NTAS 131 NTAS 163 NTAS 164 NTAS 165 NTAS 178 NTAS 193
39 47 48 42 34 37 47 26 25 35 28 42
Fem Fem Masc Fem Masc Fem Fem Masc Masc Masc Masc Fem
B B A A B B A A A B B A
6 M, 6 W
After we identified these 12 NTAS, we designed the biographical interview guide. Although we had a common guide with eight open questions, once again we took into account NTAS’ particular plurilingual life course, evidenced in their questionnaire answers, by adjusting some questions of the interview to better understand the plurilingual experiences of each NTAS. At this stage, four interviews have been carried out and the next step, besides doing the other eight interviews and transcribing them, will be to design a device to analyse the transcribed interviews. We expect that all the collected data analysis will enable us to understand how the plurilingual repertoires were built throughout NTAS’ lives. 4 – Final remarks Learning languages is not confined to classrooms. The school may encourage learning how to learn, promoting the research process and discovery, but it is necessary to recognise and value the knowledge acquired both in and outside of school, which entails accepting to learn languages as a lifelong project mirrored on each one’s personal and social pathways (Coste et al., 2009; Semal-Lebleu, 2006).