Drawing on the concept of transnational funds of knowledge, this article examines how a Cantonese-English emergent bilingual engaged in an after-school literacy program that centered on Latinx experiences and Spanish-language resources. Through analysis of classroom observations, informal conversations with the focal student (Erica) and her peers, and student-created artifacts, we argue that a linguistically responsive curriculum enabled Erica to surface transnational knowledges, expand available bilingual identities, and mobilize her multilingual awareness to teach others. Our findings have implications for honoring transnational histories and bilingualism within the constraints of English-medium instruction and beyond bounded notions of cultural relevance.