Globalization has led to a multilingual sociolinguistic reality that no one can deny. Multilingualism is a complex and multidimensional concept (Blackledge & Creese, 2010). As Pennycook and Makoni (2020) point out, current discussion on multilingualism tends to focus on a Euro-centric perspective and understanding. It is thus constructive to explore possibilities of different forms and representations of multilingualism or multilingualisms (Heugh & Stroud,2019). While multilingual practices include myriad material and non-material semiotic resources (e.g. Canagarajah, 2018; García & Li Wei, 2014; Kress,2010), the concept of English as a multilingual franca (EMF) (Jenkins, 2015) opens up possibilities for considering English as a constructive part of multilingualism. English and multilingualism are ‘mutually constitutive’(García & Lin, 2018,p. 77). Concerning multilingual speakers with Asian background, previous studies have provided evidence that that national identity can hardly be ignored in discussing their multiple identities (e.g. Hashimoto, 2012; Le Ha,2008; McPherron & McIntosh, 2020; Y. Wang, 2012,2020; Xiong & Qian,2012; Yim, 2007). Studies and discussions on positioning national identity in multilingualism with a focus on English are thus needed. Primary English language education in China is a prism of the Chinese societal language ideological issues and a context in which conflicting and competing language ideologies regarding English and being Chinese become pronounced. In this regard, a qualitative case study of primary English language education in China was conducted, which explored the shape and representation of multilingualism in Chinese context. Drawing from Spolsky’s (2004) framework, the study explored the issue from three aspects, i.e., management of multilingualism, multilingual practices, and beliefs about multilingualism. The findings of this study suggest a shared desire for recognition in international settings, along with which there exists a paradox of the intention to consolidate and perform Chineseness through English and being self-marginalized as permanent standard British English learners. Establishing a ‘new language’ of national identity(Yim, 2007, p. 52) with a promotion of Chineseness through English largely shapes the form and representation of multilingualism in Chinese primary English language education. Language ideological boundaries between the Chinese language and the English language are drawn while boundaries between the English language and non-linguistic modes are blurred. In this study, it argues that EMF-aware teaching can help to deal with the paradox in the way of preparing emergent Chinese multilingual speakers to engage with diverse English interlocutors in multilingual settings and empowering them with possibilities of identity construction and performance through English.