This essay describes writing and conversations that took place in my First Year Writing class at St. John's University in Queens, New York. I analyze student responses to my invitation to consider more deeply--and wield more consciously--the language resources they bring into classrooms. I seek to understand the potential for their often deeply racialized assessment of their own language resources, and those of others, to enable them to build common cause across language communities and racial communities. In particular, I look at the role of Black language as a recurring trope in multilingual students' writing about their experiences navigating the designation of "ESL" in school. I argue that the volatility of this trope--Black language serves in their work as a call-to-arms, stumbling block, source of strength, or taboo--poses a challenge to contemporary scholarship on language diversity. Ultimately, I center students' invocations of Black language in the emerging discussion of translingual writing in composition studies, arguing that these students do the work Keith Gilyard has called for in connecting global and local US language struggles. This essay draws from a longer chapter in my book, "Mapping Racial Literacies: College Students Write About Race and Segregation," in which I argue that student writing can contribute to and reshape contemporary understandings of how US and global citizens are thinking about race.