“Parlemonde”, an artistic festival, brought together 15 artists and 250 multilingual participants, most of whom had recently arrived in France. Born from a collaboration between a national theater and public school, “Parlemonde” makes the linguistic and cultural diversity of a territory a catalyst for creation. Although artistic practices for the appropriation of a new language are encouraged, in school they are still considered a risky ordeal and an endangerment or (over)exposure of these seemingly vulnerable students, due to their status as learners and their experience of exile. We will demonstrate, on the one hand, that they expose the processes of construction of situations of vulnerability (linguistic, cultural, academic) and that they contribute, under certain conditions, to their deconstruction by legitimizing the languages and by creating, through public exposure, the conditions to overcome the feeling of linguistic and cultural insecurity; transcending vulnerability into a common recognition of each person’s strengths (teenagers, teachers, artists and audiences).