To be literate in the 21st century means much more than learning to read and write; it requires advanced skills like collaboration, critical problem solving, and utilizing multiple sources and means of communication. Learning a language, an aspect of becoming literate, demands that learners not only acquire vocabulary and syntax but also use languages, to engage critically in our society. This article examines the lives of new English learners in multilingual contexts, focusing on how school literacy and language practices impact children's thinking about themselves and their literacies. We suggest practices that can positively shape student identities and call educators to construct learning environments that help students become agentive learners capable of critical engagement with the world. (Contains 4 figures.)