Moses and Torrejon Capurro (2023) delve into the role of literacy-based play in supporting language development, translanguaging, and identity work among young emergent bilinguals in a South American kindergarten classroom. The study focuses on a play-based unit designed to boost English usage in a social context modeled after a restaurant, where translanguaging is seen as a key strategy for communication and learning. Through a combination of quantitative and qualitative analysis of video recordings, the researchers observed a notable increase in students’ English usage and uncovered the intricate ways in which translanguaging facilitated both language acquisition and identity negotiation. The findings illustrate how students skillfully drew upon their entire linguistic repertoires to engage in social interactions and assert their identities during play. The authors emphasize that incorporating translanguaging into literacy-based play not only enhances language learning but also fosters a more inclusive educational environment. This approach acknowledges and celebrates the multilingual abilities of young learners, particularly in contexts like the Global South, where diverse linguistic practices are integral to both learning and identity formation.