South Africa (SA) is home to 11 official named languages; its Language in Education Policy (LIEP) identifies multilingualism as one of the defining characteristics of its citizenry (DOE, 1997). Moreover, English is the official Language of Learning and Teaching (LOLT) in most ex-Model C schools nationwide. It is the language that is reported to be valued by the middleclass, people who are known for placing a high premium on education (Soudien, 2004; Alexander, 2005). The aim of this ethnographic Language Socialisation study is to explore the language socialisation experiences of a Grade R child in a Black middle-class multilingual family residing in a Cape Town suburb. The study is framed by the question: What are the language socialisation experiences of a child from a Black middle-class multilingual family? It uses a socio-cultural approach, drawing from linguistic anthropology, applied linguistics and sociolinguistics to critically analyse the language ideologies, language practices and linguistic repertoires evident in both the home and school domains across which the young child traverses. Concepts such as multilingualism, Family Language Policy and ‘mother tongue’ identity are reviewed and used to gain insight into the lived language experiences of the Grade R child. The concepts of assimilation (Soudien, 2004) and anglonormativity (Christie & McKinney, 2017) are reflected on as markers of school language practices and ideologies. Findings reveal that the Grade R child is an emergent multilingual who participates meaningfully in multilingual conversations with her family but only produces English. Despite the evident heteroglossia (Bhaktin, 1991) of the family’s language practices through translanguaging (Garcia, 2009; Creese and Blackledge, 2010) and drawing from the range of resources in their linguistic repertoires (Busch, 2012), the parents continue to use their Tswana and Xhosa ethnicity as markers of their language identities. The parents want their children to speak their heritage languages for identity reasons. They also want them to speak English to ‘fit in’ with their peers and to access learning. They see the teaching of Tswana and Xhosa as their sole responsibility thereby absolving the school. Their view enables the schools’ status quo of anglonormativity to go unchallenged. The child, thus, experiences heritage languages as identity markers and languages reserved for home, and English as a valuable language resource that gives access to learning. The notion of a single language identity remains complex for a child who is expected to be multilingual at home but monolingual at school.