This case study investigated newcomer English language learner (ELL) children's perspectives on, and interpretations of, their linguistic landscape (LL), as well as the influence of LL-based activities on their language awareness and learning, identity negotiation, and sense of belonging. With the children as co-researchers, creative-driven methodology was implemented through carefully designed class activities including children's photography, VLP (visual, lexical, and pragmatic) analyses, research conversations, and the creation of visual art (map making) as a form of identity text. The findings included the types of LL that children were attracted to, children's interpretations of their multilingual LL, and the influence of specifically developed activities on ELL children's meaning-making processes, language learning, language awareness, and identity positioning. Overall, the findings suggest that increasing multilingual signage supports ELL children's language awareness, strengthens their sense of identity and belonging, and creates opportunities for L1 and L2 incidental language learning.