Among the most diverse areas that involve bilingualism is the socio and psycholinguistic study in children and adults. Fernandez and Cairns (2010) define psycholinguistics as the area that studies the connections between language acquisition, comprehension and production, and also how language is represented and processed in human brain. Grosjean (2013) argued that more than half of the world population might be bilingual. Even though the existing data are not yet concrete, it is clear that bilingualism is present in many age groups and diversified social positions in the vast majority of countries. Thus, based on the assumption that bilingualism is a phenomenon that occurs worldwide which is also the result of a globalized society surrounded by many cases of immigration, it is undeniably important to conduct studies related to education and culture from a bi-multilingual perspective. In this study we aim to describe and analyze from a quantitative and qualitative perspective, a particular Portuguese speaking community located in Dongguan (China), near Macau also known as a privileged area to learn Portuguese in Asia. The study is mainly focused on code-mixing and code-switching phenomenon on different daily life contexts as well as on emotional situations. Children linked to the Brazilian community in Dongguan live in an environment that favors the acquisition of different languages due to interaction with individuals from diverse cultural and linguistic backgrounds, where Mandarin, English and Portuguese are the languages that prevail. The results suggested that many parents supported the bilingual education, as a representative of several socio-cultural advantages and as a factor that leads to a promising future for their children. It is also noticed that the observed children already had an emotional connection with the language they elected for different daily life contexts and that most of times may not be their parent’s mother tongue.