Abstract
This study investigates the application and implications of the use of a multilingual picture book app in Swedish preschools, focusing on children’s engagement and educators’ roles in supporting multilingual development. Employing semi-structured interviews and video observations, this study reveals the app’s potential in reinforcing multilingual identities, bridging home-school gaps and fostering peer connections. However, it also uncovers complexities in managing linguistic diversity, reflecting societal language attitudes and hierarchies. Grounded in the sociology of childhood, the study provides a critical lens. This approach seeks to understand how digital reading activities are shaping children’s linguistic experiences and identities within a specific social and educational context.