This chapter draws practitioners’ attention to the critical aspects of young emergent bilingual children’s cultural and linguistic identities as they engage in literacy learning. Both translanguaging and identity theories are used as frameworks to showcase how issues of power arise in classrooms where multiple languages are utilized. A cross-case analysis yields insight into two learning contexts and participants. First, young Chinese children interacted in a virtual book club with their parents and a teacher as they navigated English and Chinese languages. The second context occurred in a first-grade public school classroom where Spanish-dominant students developed English literacy skills. The findings revealed pedagogical examples of translanguaging as a process for moving among languages and other semiotic resources to make sense of read-alouds. The learners assumed multiple identities as they became agentive in determining their course of action through the freedom to communicate in any language and select multimodal ways to show their cultural and linguistic understandings of the world. The chapter concludes with implications for transforming classroom spaces in ways where students control the decision-making about the use of materials, representation of knowledge, and use of languages.