The study presented in this paper focuses on young people's languaging, or ways-with-being-with-words, including literacies, in everyday practices that stretch across formal and informal learning spaces. Taking sociocultural and ethnographic points of departure, the aim of the study is to investigate aspects of young people's situated and distributed ways of engaging in knowledge production in academic "writing" genres, as well as their agency in relation to pedagogic goals as administered by teachers in these practices. Through analysis of data sets consisting of field notes, video recordings and particularly literacy data, the study presents analysis of three cases of students' work in project-based learning and instructional tasks inside and outside a "bilingual-bicultural" school setting. The paper puts forth a multi-dimensional analysis of communicative and learning practices and suggests refocusing scholarly interests of "multilingualism" towards an examination of different dimensions of modalities and language varieties in languaging practices. The findings indicate that student agency is central in contributing to the shaping of the nature of their languaging across the interrelated dimensions of time and space. Furthermore, this study suggests that pedagogical practices in language, including literacy, classes need to be transformed and recontextualized in order to embrace student agency.