Anyone who has had the pleasure to observe children immersed in imaginary play would have noticed their apparently innate abilities to move in and out of imaginary worlds and negotiate various aspects of the play, such as the rules of play and their roles within it (Bodrova & Leong, 2015; Leach et al., 2015). As a previous educator in an early childhood setting, I vividly remember the day I was fully immersing myself in the imaginary play of the children by pretending to eat the “sausages” (sticks placed in a bucket) that I was handed by a child, who then proceeded to tell me “Don’t be silly. They are only pretend”. I was in awe of the seemingly invisible line between the pretence and reality to which the children were apparently adhering. Imaginary play is how children explore the world around them and is the site of the majority of their interactions. Therefore, imaginary play is an important aspect of children’s language development (Pramling- Samuelsson & Carlsson, 2008). It is particularly important for plurilingual children because they explore and develop their multiple linguistic resources during these play periods (Schwartz et al., 2021).