This study explores the impact of hybrid instructional spaces on the purposeful and expansive use of translanguaging practices. Utilizing technology, the study explores the role of multimodality in bilinguals' language multiplicity and dynamism. The research addresses: (a) how do emergent bilinguals in dual language programs deploy their full linguistic resources (i.e., idiolects) in writing when encouraged to use translanguaging?, and (b) how do home-school hybrid spaces impact emergent bilinguals' use of translanguaging in writing? The study involved 89 children enrolled in Spanish-English dual language programs, with 53 of them participating in storytelling, writing, and other multimodal projects (i.e., photographs depicting their homes, families, and communities), and 36 in a nonparticipatory control group. The data collected include writing samples, audio taping of the children's stories and class sessions, and multimodal projects. The findings are organized around children's ability to negotiate their hybrid languaging practices as both separate and mixed entities when allowed and encouraged to take agency in their learning experiences within a hybrid curricular space.