College students continue to navigate powerful literacy myths that impact their writing education, especially the belief systems that uphold standard, monolingual uses of language. In this article, the authors describe "English 391ml: Multilingualism and Literacy in Western Mass," a course that raises students' critical awareness of language by engaging them in the lived experience of writing among languages. This course combines several strands of innovation in composition studies: an upper-division writing-about-writing (WAW) course, a WAW course focused on multilingual writing, and a community literacy partnership with a local language school that serves immigrants and international students. Taught by Rebecca Lorimer Leonard with assistance from graduate students Danielle Pappo and Kyle Piscioniere, English 391ml asks students to make meaning not only "through" literacy but also "of" literacy, exploring the social significance of literacy in all of its routines, values, and belief systems. English 391ml aims to be functional, providing writing support for a local school and community experience for UMass students, but also important, complicating commonplace assumptions about literacy's problems and promises for all participants.