Building the scholarship on design and equity in the learning sciences, our work attends to the role of languages, power, and historicity in the design process. In this paper, we discuss our design approach to challenge normative power dynamics by centering the concept of translanguaging in a land-based program with refugee children, on an urban regenerative farm. Our design is nested in the larger vision shared by participating teachers for reclaiming power and shifting normative power dynamics through languages. Guided by the corporeal and spatial expansion of languages, we focused on children’s embodied employment of collective community practices, land-based knowing and full repertoires of semiotic resources in the presented co-fostered interactional moments. Through our interaction analysis, we highlight the child-led expansion of semiotic repertoires, embodied representations of community, identity and (re)connection to the land. These child-led moments forge new pathways for equity and design.