The chapter presents the first results of a project inspired by the Éveil aux langues approach of CARAP and the studies on metalinguistic awareness in plurilingual education. The project was carried out in a bilingual area in the province of Bolzano (Italy) in two second grade classes and a third-grade class of primary school, involving 16 learners in each class. As part of a lesson dedicated to plurilingual storytelling, children were asked to reflect on the meaning of lexical items and noun morphology in oral and written form. The story was divided into sequences, each one narrated in different languages, and pupils were systematically asked to report their observations. Believing that the interaction between teachers, pupils and the community is never neutral, learners as social agents are part of an educational structure that proposes patterns of linguistic interaction which reflect the communicative practices of the society in which they are integrated. By making room for all the linguistic repertoires present in the class (school, home, and heritage languages), the activities aimed at redefining the boundaries imposed by the schools’ curricula, putting everyone on an equal footing in learning, stimulating metalinguistic awareness and promoting social cohesion.