Abstract If writing studies today is engaged in a project to remake composition pedagogy apart from modern language ideologies, then medieval writing reminds us that such ideologies were not always dominant. This essay asks how medieval texts, written before monolingualism became normative, might help student writers to imagine possibilities for composing beyond monolingualism. What happens when students are invited to read Dante Alighieri's defense of his Italian vernacular in book 1 of the Convivio alongside contemporary defenses of linguistic diversity more commonly taught in the first-year writing classroom? As this experiment suggests, assigning medieval texts in composition courses offers at least two advantages to student writers in support of linguistic justice and critical language awareness learning goals. For one, contradicting a modern view of translingualism as deviation from a monolingual norm, students learn that writers have had to assume language difference, rather than homogeneity, as a condition of composition for most of history. Second, the juxtaposition of medieval and contemporary, far from flattening historical difference, prompts students to think even more specifically and critically about the conditions for and consequences of translingual practices in particular times and places.