This chapter describes and analyses visual linguistic autobiographies of Spanish and French student teachers at Hamburg University, making use of the Dominant Language Constellation (DLC) perspective. In order to determine, compare and explain the constellations depicted by the two groups, the author makes use of dynamic systems' theory and complexity theory to highlight the intricate, dynamic and unpredictable evolution of individual DLC. Because linguistic autobiographies are a partial and chronological representation of a narrative identity, this chapter claims that it is impossible to assert whether depicted heritage or foreign languages are an actual constituent of the DLC. The text therefore suggests the distinction between latent and actual DLC. Latent DLC from both groups show important similarities and differences, related to the ecology of languages in the world and to educational language policy in Germany. [For the complete volume, "Dominant Language Constellations Approach in Education and Language Acquisition. Educational Linguistics. Volume 51," see ED660754.]