The three dimensions of the focus on multilingualism are: the multilingual speaker, the overall linguistic repertoire and the social context (Grosjean, 1989; Cenoz-Gorter, 2011). Multilingual speakers have different characteristics from monolingual speakers, monolinguals see the languages available to them as a resource, they navigate between them frequently, they use different languages in different situations with different people. In contrast to the common belief, multilinguals do not have equal proficiency in all their languages, and comparisons with monolinguals in research on multilingualism often do not take into account the specificities of multilingual speakers. When assessing individual multilingualism, an account needs to be taken of the level of proficiency in each language, which can range from maximum (native-like in two or more languages) to minimum proficiency (minimum competence). The development of multilingual competence is dynamic, exposure to languages varies, language use and language acquisition change (Jessner, 2008b). For multilinguals, the whole linguistic repertoire needs to be considered in a holistic approach, with soft boundaries between languages and creative language use.