• What started as a theoretical analysis of multilingual international high school students teaching at a local learning center for refugees in Jakarta became a closer look at how translanguaging appears within and around these community exchanges. More specifically, through first-person accounts, this paper highlights dialogue as a suitable strategy for reflecting on service-learning and building linguistic awareness. It identifies multimodal texts designed with, for, and about community partnerships and projects as opportunities to communicate across languages, cultures, and nations. It also documents considerations for approaching translanguaging as a practical theory.