This article advocates for the inclusion of transnational and community literacies in the literacy instruction provided to all students, but especially those who are ELLs (English language learners). Transnational and community literacies are texts and literacy practices that reflect the multidirectional movements of people, media, language and goods across and within national borders. Use of these literacies for instructional purposes makes it possible to accomplish the following: better understand ELL students and build more meaningful relationships with them, help all students learn about the diverse make up of their communities, build upon students' prior knowledge and lived experience, and more fully engage ELL students in language, literacy, and content-area learning. This article provides multiple examples of these literacies and it also presents a set of general guidelines for their use. Finally, potential objections regarding the use of these literacies for instructional purposes are noted and addressed. (Contains 8 figures.)