In this article, the authors introduce ways to use disciplinary literacy (DL) instructional strategies to foster civic engagement and reasoning for middle-grade multilingual students. Four phases of DL strategies--"framing," "reading," "discussion," and "writing"--are illustrated with examples from an intervention project with sixth-grade multilingual students. The intervention features a 4-week Space Exploration unit designed for students to address a contestable and relevant civic question: "Should the government increase or decrease funding for space exploration?" Teacher instructional moves, reading selections, student discussion excerpts, and writing samples are presented to highlight the language-rich disciplinary teaching and learning in action and the benefits of multilingual students in their science, language, and literacy learning.