This ethnographic case study explores the nature of situated transformative pedagogy that empowers linguistically and culturally diverse adolescent English language learners. Grounded in theoretical perspectives of critical multicultural education and sociosemiotics, this study, through developmental, spiral analyses of data collected from classroom observations, interviews, and records reviews, presents tri-dimensions of Transformative Mediated Instruction (TMI): (a) microgenetic journey in the transformative zones of empowerment: Zone of Origin, Zone of Intensive Learning, and Zone of Beyond Learning, (b) Signature Pedagogical Rituals of the transformative zones: golden principles of learning, mini conferencing, Initiation-Conference-Work, and digital video task-based learning, and (c) dialoging diverse cultural worlds in the transformative zones through multicultural story producing, genuine-question flood, and home heritage renaissance.