This chapter focuses on the affordances of an internationalized pedagogy for newly arrived students in a reception class in a Norwegian elementary school context. We explore the role internationalized pedagogical practices, such as the inclusion of students’ cultures and languages into instruction, play in visibilizing and activating students’ knowledges and experiences in their own learning. We employ a conceptual framework for epistemic participation and agency to examine the ways in which internationalized pedagogical practices can foster participation in learning. Our investigation is based on data from classroom observations, student-drawn maps, student-led walks, and interviews with teachers and students, which we approach through a qualitative analysis. Our findings illustrate that an internationalized pedagogy, when implemented in a safe learning environment where newly arrived students’ funds of knowledge are valued, can not only foster meaningful participation, but also lead to agency in language learning. Thus, this chapter argues that internationalization should be more formally recognized and implemented in language education, including in elementary school-level teaching and reception classes.