In this study conducted in the United States, we investigate the use of infographics as instructional materials to create a dialogic space among multilingual learners in an English as a Second Language (ESL) classroom. We explore how the ambiguity inherent in the concise and visual nature of infographics fosters dialogic engagement during whole-class discussions, promoting collaborative learning and interaction among students. A case study design was employed, with data primarily collected from whole-class discussions. The data were analyzed to examine how infographics facilitated dialogue, shaped student engagement, and influenced peer-to-peer interactions. We found that the ambiguity created by the concise and visual nature of infographics, when combined with the teacher’s dialogic stance, acted as a catalyst for shared inquiry, amplifying student voice and inviting diverse perspectives. The space for uncertainty and openness to multiple meanings encouraged active participation and collaborative exploration, deepening and challenging the conversation and creating a dynamic dialogic space. These findings suggest that infographics can play a pivotal role in fostering meaningful interactions and collaborative learning in ESL classrooms by facilitating inquiry-driven dialogue and enabling students to engage with diverse perspectives in an inclusive learning environment. This underscores the potential of infographics to shape student engagement and interaction within the classroom.