This paper draws on Bakhtins notion of heteroglossia to expand theorizations of community translanguaging. Ethnographic and practitioner inquiry methods are used to explore the multiple voices that multilingual elementary students adopted and adapted in their digital, translingual texts. Findings illustrate how children drew from multiple voices, including popular media, family collective memories, the school/teacher, peers, and heritage languages, and how they used those voices to recontextualize ideologies about language, literacy, and schooling and to participate in the social and academic work of the classroom. Implications for emerging theorizations of community translanguaging as well as design of more equitable pedagogical practices for multilingual learners are discussed.