This multi-year, ethnographic, qualitative case study in English Language Learning classrooms contributes a unique analysis of nine adolescent newcomer students' investment in a digital multimodal composing (DMC) project as a social drama. Using reflexive thematic analysis, it explores the following possibilities afforded by in-school, dramaturgically structured DMC processes for the students' investment in classroom learning: (1) changing the definition of the situation, (2) supporting students' impression management to gain social and cultural capital, and (3) creating bonds of reciprocal dependence and familiarity. The study helps language and literacy researchers, educators, and teacher educators better understand emergent bi/multilingual newcomer students' investment in DMC processes through the sociological perspective of dramaturgy, suggesting how DMC might deepen learning while valuing the assets of culturally, linguistically, and racially diverse newcomer students.