This chapter illustrates how participatory engagement in the arts affords bilingual and bidialectal youth with a range of social identities and voices to play and assume in the context of a trusting community of practice. In recent years, harsh immigration policies and discourses have created hostile environments for bilingual students and their communities in the US and other immigrant-receiving nations. A critical sociocultural perspective on learning and teaching is adopted in a large range of recent studies related to second language acquisition of marginalized youth. In New Latino Diaspora states such as Georgia, the marginalization of emergent bilingual youth is heightened even more because Mexicans and El Salvadorans, for instance, do not fit into existent cultural models of minority students in the Southeast. The chapter also describes how an arts-based project was developed at Coile Middle School (CMS) to engage youth and adult participants in storytelling, poetry writing, photography, and public presentations.