In this chapter, the authors put forward plurilingual approaches that appeal to authentic and personal learning experiences for students. They draw from research on drama and language education to argue that agency is integral to advancing plurilingualism and examine how integrating dramatic action-oriented tasks in language education can value and maximise individual plurilingualism in North America and beyond. The authors illustrate how the dramatic arts can facilitate learners’ semiotic agency through the use of meaningful language development through interactional and situational authenticity.