In seeking to better understand English language learners and their imagined identities, which is the central focus of this article, scholars have drawn extensively on the work of Norton and colleagues. This work has foregrounded the language learner as a participating social agent with complex and changing identities. It is this agentive sense of self that is linked, in narratives, to larger socio-cultural and historical social practices. The article's interest here lies particularly in the effects of migration on language learners. With this in mind, the article advocates that classroom communities be fostered wherein a range of narrative identities, as sense-making practices, are respectfully harnessed as resources for learners of diverse linguistic histories, to create more socially just and responsive “possible worlds“.