This study is framed from a theoretical perspective that values the incorporation of reflection and multimodal products in service-learning that engage ELLs in "real-time" language learning. Using a pedagogical framework that is translingual and culturally sustaining, the author examines a community project in which the ELLs in a bridge-writing course at a major U.S. university shared their languages and cultures with third-graders at a local school. Triangulating her analysis of the students' surveys and multiple reflective course writings (as per grounded theory) with a discussion of the students' multimodal products, the author argues for the positive emotional impact of the project, which the ELLs saw as enhancing their communicative skills and intercultural understanding. Moreover, multimodal products played a key role in making the students' languages and cultures visible to one another, both in class and beyond. The article concludes with pedagogical recommendations, including the importance of integrating community projects within larger course content and learning goals