This study explores the lived experience of multilingualism among English learners in Cyprus through a multidisciplinary approach that combines the Dominant Language Constellation (DLC) framework and the visual turn. Guided by teachers and researchers during English classes, learners aged 6 to 16 created DLC maps, play dough models, and artifacts to reflect on their language learning journeys, use of multiple languages, and perceptions of multilingualism. Most learners’ DLCs included 2 to 5 languages, such as Cypriot Greek, English, French, Spanish, German, Turkish, and Italian, motivated by both communicative and instrumental reasons. Our findings suggest that students’ DLCs and attitudes towards multilingualism and multiculturalism were influenced by their knowledge of various foreign languages. Furthermore, age, schooling, and language proficiency emerged as important factors in shaping students’ visual and artefactual representations of their DLCs and multilingual practices. These DLC activities raised awareness among students and teachers about multilingualism, language diversity, and cultural inclusivity, leading to a positive impact on English language learning. Notably, the results of this study have significant implications for in-service and pre-service teacher training, informing language policy recommendations that promote inclusive language education practices.