The present qualitative case study grounded in critical, socio-constructivist perspectives towards transformative learning and identity development intends to identify and explore the in-depth nature of innovative multicultural educational practice in an urban adolescent ESL [English as a Second Language] class in new times. Data, collected from an intensive year-long class observations, field-notes, interviews, and multi-genre, multimodal documents and analyzed in four-stage, spiral procedures, led to the multidimensions of Transformative Pedagogy of Multilinguoculture: (a) fostering second language literacies: activizing multilinguocultural literacies; (b) revitalizing Language One and Culture One for learning and development: pedagogizing multiculturalism; (c) framing a sociopedagogy of multilinguocultural literacies: realizing transformers' society. Detailed discussions of the core features of TPM [Transformative Pedagogy of Multilinguoculture] and pedagogical and policy implications are suggested.