Difference or facts of nonusage present a challenge to teacher-scholars of writing and rhetoric in WAC/WID and beyond. How can they appropriately engage different language and rhetorical practices in the classroom and relations of power asymmetry in discursive engagements? How can they effectively address issues of disciplinarity and challenge dominant paradigms and traditions in response to the needs and aspirations of linguistically and culturally diverse students? This article addresses these and other related questions by putting comparative rhetoric in dialogue with translingualism. Focusing on their objects of study and methods of inquiry, the article seeks to illustrate how comparative rhetoric and translingualism give voice and space to language and rhetorical practices that have been misrepresented, underrepresented, or not represented at all and how they together shed a new light on the imperative to teach, study, and speak with and for different rhetorical traditions and different language practices.