This article argues the importance of designing writing placement procedures that support linguistic diversity at community colleges. Using data on community college writing programs and student demographics at an urban community college, it examines prevailing structures of ESL and developmental writing programs at two-year schools and identifies potential problems with existing models. In addition, the article recommends a translingual approach to writing placement, particularly in community colleges with diverse student populations. A translingual approach acknowledges the complexities of language use and values student agency throughout the placement process.